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| Int'l Symposium - Non Arbitrary & Derived Stimulus Relations: Implications for Complex Human Functioning |
| Sunday, May 30, 2004 |
| 10:30 AM–11:50 AM |
| Fairfax B |
| Area: EAB/VBC; Domain: Applied Research |
| Chair: Ian T. Stewart (National University of Ireland, Galway) |
| Abstract: . |
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| Analogical Reasoning with Multiple Stimulus Relations: Extending the Relational Frame Model of Analogical Reasoning |
| HILARIO MESA MANJON (University of Almería, Spain), Serafin Gomez-Martin (University of Almería, Spain), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Relational Frame Theory (RFT) argues that analogical reasoning involves the relating of relational frames. Consider the following question based on the classic proportion scheme (A : B :: C : ?); "apple is to orange as dog is to; (i) sheep, or (ii) book?". If "apple" and "orange" participate in an equivalence frame in the context "fruit," and "dog" and "sheep" participate in an equivalence frame in the context "animals" then we would expect a person to pick "sheep" as the correct answer. In effect, the response would be in accordance with the equivalence frame between two already established separate equivalence frames. The current paper briefly reviews an on going program of research in this area, and then presents new research that has involved establishing contextual cues for reading direction (top-to-bottom and top-to-bottom), and for the relations of SAME, DIFFERENT, MORE, and LESS. These cues were then used to establish the relating of derived MORE and LESS relations, thereby extending the previously reported RFT models of analogical reasoning that were based on frames of coordination alone. Implications arising from this work for mainstream cognitive psychology will be discussed. |
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| Stimulus Equivalence, Non-Arbitrary Relations & Symmetry |
| KATE FLANNERY (National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Geraldine Leader (National University of Ireland, Galway), Louise A. Mchugh (National University of Ireland, Maynooth) |
| Abstract: Previous research has shown that the provision of competing formal (color) relational response options during equivalence testing can interfere with the emergence of derived equivalence relations. The present study examined the extent to which prior testing for the emergence of symmetry and / or equivalence might mitigate the effects of this interference. Three groups of adult subjects were exposed to three blocks each of training and testing for the formation of three 3-member equivalence relations. All three groups were trained using black and white stimuli. Subjects in Group 1 were then immediately exposed to a color interference equivalence test in which the sample was always differently colored from the experimenter-designated 'equivalent’ comparison, but was the same color as one of the non-equivalent comparisons, thus producing a conflict between arbitrary and non-arbitrary relational control. Group 2 received black and white symmetry testing before receiving this color interference test, while Group 3 received black and white symmetry and equivalence testing before receiving the color interference test. Inferential statistics revealed significant differences in levels of equivalence responding during the final color interference test based on (i) levels of prior derived relational testing and (ii) number of blocks of training / testing received. |
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| Using Multiple Exemplar Training to Facilitate Equivalence Responding over Non-Arbitrary Relations |
| SARAH A. DEVLIN (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Ian T. Stewart (National University of Ireland, Galway) |
| Abstract: This study examined (i) interference with equivalence class formation caused by conflict between arbitrary and non-arbitrary color relations and (ii) the effects of explicit C-A training as a method of generating equivalence responding over control by non-arbitrary relations. Four groups of eight subjects were trained and tested for the formation of three three-member equivalence classes. Subjects' training histories with regard to color were manipulated by assigning them to one of four experimental conditions. Two groups (All-Color) were trained and tested using colored stimuli. The two other groups (Mixed-Color), were tested in color, but trained in black and white. Lower equivalence responding was predicted for the Mixed-Color group because they had no history of reinforcement for ignoring color, and thus a possible conflict between arbitrary and non-arbitrary relational control was likely. Furthermore, half the subjects in both groups received explicit C-A training across multiple exemplars in order to improve equivalence performances. The other subjects were repeatedly exposed to the standard equivalence training and test protocol without explicit C-A training. Results indicated significantly lower levels of equivalence responding for Mixed-Color subjects and a significant improvement in equivalence responding for subjects who received explicit C-A training. |
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| Non-Arbitrary Relations and Arbitrarily Applicable Relational Responding in Children with a Diagnosis of Autism |
| NEIL KENNY (CABAS, Ireland), Ian T. Stewart (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Executive function (EF) is a subject rarely studied by behavior analysis. However, a recent study by Stewart, Barnes-Holmes, Roche, and Smeets (2002) reported a procedure that may be useful for analyzing EF. The procedure involved presenting tests for equivalence relations that included competing forms of non-arbitrary stimulus control. The study provided clear evidence of interference from the non-arbitrary stimulus relations in a normal adult population. Individuals with autism are behaviorally assessed as exhibiting poor social interaction, dysfunctional verbal and/or non-verbal skills, and a limited range of interests. Executive dysfunction is pervasive in children with autism (Pennington & Ozonoff, 1996), and affected subjects have also been found to demonstrate poor abstract reasoning, inflexible rule use, perserverative behaviors, cognitive inflexibility and poor attention. The aim of the present study was to examine the effects of conflicting non-arbitrary relations on the formation of arbitrary applicable relations using subjects with a diagnosis of autism. The study also sought to determine if exemplar training could be used to establish arbitrary relational responding in the context of competing non-arbitrary stimulus control. Broadly similar procedures were employed as those reported by Stewart et al., with various modifications appropriate to the population employed in the current study. |
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