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| Equivalence 1 |
| Tuesday, June 1, 2004 |
| 9:00 AM–9:50 AM |
| Beacon D |
| Area: EAB |
| Chair: Danna M. Challies (Victoria University of Wellington) |
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| Using Stimulus Equivalence to Teach Generic and Proprietary Drug Names |
| Domain: Applied Research |
| TRACY E. ZINN (Auburn University), M. Christopher Newland (Auburn University) |
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| Abstract: In the current studies, we investigated the relative effectiveness of a stimulus equivalence training paradigm over a traditional “flashcard” type study method when applied to generic and proprietary drug names in both audio and visual form. Results of study 1 suggest that a stimulus equivalence method to teach drug names is as effective as and more efficient than training all components. The second study analyzed the differential effectiveness of the three stimulus equivalence components found to be effective in study 1. The results suggest that one training component may be sufficient for the emergence of cross-modal stimulus equivalence relationships if that one training component involves both audio and visual stimuli. Taken together, the results of these two studies provide information regarding the development of an efficient and effective computer-based study aide for students in a Drugs and Behavior course. Implications and future research are discussed. |
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| Creating False Memories Using Stimulus Equivalence Tasks |
| Domain: Applied Research |
| DANNA M. CHALLIES (Victoria University of Wellington), Maree J. Hunt (Victoria University of Wellington), Maryanne Garry (Victoria University of Wellington) |
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| Abstract: Stimulus equivalence appears to be involved in the formation of beliefs and attitudes; expanding both the post-event information and stimulus equivalence paradigms; human memory may be influenced by equivalence relations. In an earlier series of experiments, learning equivalence classes as a means of inferring misleading information resulted in false memory reports for abstract patterns. In the present study, the research is extended to memory for photographic images. Sixty undergraduate students memorized photographs in which each scene comprised of three critical objects. The participants were then exposed to a stimulus equivalence task; learning sets in this task comprised of either sets of photographic images or words. Compared to the control group, the experimental group were significantly more likely to report a false memory for photos containing an object pictured or named in the stimulus equivalence task. The effects of the equivalence task cannot be accounted for by familiarity and partial stimulus control. These data indicate that stimulus equivalence may be one mechanism involved in the formation of false memories. |
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