Titration of Limited Hold to Comparison in Conditional Discrimination Training and Stimulus Equivalence Testing

Autor/inn/en	Arntzen, Erik; Haugland, Silje
Titel	Titration of Limited Hold to Comparison in Conditional Discrimination Training and Stimulus Equivalence Testing
Quelle	In: Psychological Record, 62 (2012) 2, S.243-261 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2933
Schlagwörter	Testing; Reaction Time; Stimuli; Comparative Analysis; Visual Discrimination; Training; Computers; Visual Stimuli; Adults; Computer Software; Females; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Reaktionsvermögen; Anreizsystem; Ausbildung; Digitalrechner; Weibliches Geschlecht; Ausland; Norwegen
Abstract	Reaction time (RT), thought to be important for acquiring a full understanding of the establishment of equivalence classes, has been reported in a number of studies within the area of stimulus equivalence research. In this study, we trained 3 classes of potentially 3 members, with arbitrary stimuli in a one-to-many training structure in 5 adult participants, using a touch screen and software-based recordings. After training the conditional relations, a limited hold (LH) was calculated for each of the 5 participants based on actual RT. Training with a titrating LH in 100-ms steps was conducted until all the participants responded within 1.2 s. Finally, programmed consequences were thinned before testing. We arranged an LH of 2.5 s during the testing for emergent relations. 1 of the 5 participants was found to demonstrate stimulus equivalence. The pattern of increasing RT from baseline trials to symmetry and equivalence test trials was not found. (Contains 2 tables and 9 figures.) (As Provided).
Anmerkungen	Southern Illinois University Carbondale. Mailcode 4609, Rehabilitation Institute, Carbondale, IL 62901-4609. Tel: 618-536-7704; e-mail: psychrec@siu.edu; Web site: http://www.siuc.edu/~ThePsychologicalRecord/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10