|
| Meaning, Scanning, Induction of Writing, and Equivalence |
| Monday, May 25, 2015 |
| 2:00 PM–2:50 PM |
| 007A (CC) |
| Area: EAB; Domain: Basic Research |
| Chair: Erik Arntzen (Oslo and Akershus University College ) |
| Abstract: The present symposium focuses on meaning, scanning, induction of writing, and equivalence. The first paper by Hansen and Arntzen extracted additional knowledge from our eye-tracking data, the purpose of the following analysis is to expose the differential outcomes among eye-movement topographies (i.e., observing sequences during matching-to-sample performance and eye-movement length, or saccade speed) gathered with eye-tracking equipment that recorded eye-movements while establishing five 3-member classes as well as three 5-member in a concurrent training format, using the MTO, OTM, and LS training structures. Data reveal differences in eye-movement sequences to comparison stimuli, as a function of learning conditions, and in eye-movement lengths (i.e., saccade speed) as a function of not only learning but also motivation (see Figure 1). The second paper by Serna, Thanopoulos, and Fields In a potential 5-member stimulus-equivalence class of non-representational forms, ABCDE, past research has shown a high percentage (yield) of participants demonstrated equivalence relations if the C stimuli were meaningful (familiar pictures), but a low yield if all the stimuli are non-representational. The results will be discussed in terms of conditions that may be responsible for the high yield typically found when one set of stimuli are familiar pictures in similar experimental preparations, as well as the importance of pre-training and testing prior to the study of 5-member equivalence-class yield. (see Figure 2) The third paper by Spear and Fields presents Understanding statistical interaction, and interpreting and writing descriptions of complex graphs that depict interaction, is one of the more difficult tasks facing undergraduate Psychology majors. Such skills are also quite difficult to teach. The reported research used conditional discrimination training to establish such a writing repertoire, and the data presented indicate differential effects of this conditional discrimination training on the writing of descriptions of different features of such graphs (see Figure 3). |
| Keyword(s): instructional design, meaningfulness, stimulus equivalence |
| |
| Pattern, Variability, and Speed in Eye-Movements and their Functional Relations to Learning and Motivation |
| STEFFEN HANSEN (Oslo and Akershus University College of Applied Sciences), Erik Arntzen (Oslo and Akershus University College ) |
| Abstract: The use of eye-tracking technology to study observing behavior in Matching-to-Sample research is gaining in popularity. For example, the analysis of eye-movements during conditional discrimination training proposes that changes in topographically different measures, such as fixation duration and fixation rate, are a function of established conditional discriminations (i.e., learning), and therefore contribute with additional knowledge on the formation of stimulus equivalence classes, when trained with different training structures (e.g., Hansen & Arntzen, 2013, October; Hansen & Arntzen, 2014, May). Extracting additional knowledge from our eye-tracking data, the purpose of the following analysis is to expose the differential outcomes among eye-movement topographies (i.e., observing sequences during matching-to-sample performance and eye-movement length, or saccade speed) gathered with eye-tracking equipment that recorded eye-movements while establishing five 3-member classes as well as three 5-member in a concurrent training format, using the MTO, OTM, and LS training structures. Data reveal differences in eye-movement sequences to comparison stimuli, as a function of learning conditions, and in eye-movement lengths (i.e., saccade speed) as a function of not only learning but also motivation. Applied to 60 university college participants, divided into six groups, five 3-member classes as well as three 5-member classes, trained with MTO, OTM, and LS, respectively, we expect to provide differential results among eye-fixation sequences and eye-movement lengths as a function of learned conditional discriminations and changes in motivational operations. |
| |
| The effects of three-member equivalence-class pre-training on subsequent five-member equivalence-class formation yield |
| RICHARD W. SERNA (University of Massachusetts Lowell), Katerina Thanopoulos (University of Massachusetts Lowell), Lanny Fields (Queens College, City University of New York) |
| Abstract: In a potential 5-member stimulus-equivalence class of non-representational forms, ABCDE, past research has shown a high percentage (yield) of participants demonstrated equivalence relations if the C stimuli were meaningful (familiar pictures), but a low yield if all the stimuli are non-representational. The present experiment investigated (1) variables that may contribute to this effect and (2) pre-training control conditions. Group 1 received pre-training in which C stimuli became part of an equivalence class (CFG) prior to ABCDE equivalence training and testing. Group 2 received equivalence pre-training and testing unrelated to ABCDE. Group 3 also received pre-training and testing (PFG), but P stimuli were familiar pictures that appeared in subsequent ABPDE equivalence training and testing with otherwise non-representational stimuli. The results showed relatively higher yields in Groups 1 and 3 than in Group 2. These results were contrasted with Group 4, an ABCDE group that received no pre-training and showed a low yield. The results will be discussed in terms of conditions that may be responsible for the high yield typically found when one set of stimuli are familiar pictures in similar experimental preparations, as well as the importance of pre-training and testing prior to the study of 5-member equivalence-class yield. |
| |
| Statistical interaction, and interpreting and writing descriptions of complex graphs |
| JACK SPEAR (Queens College and the Graduate Center, City University of New York), Lanny Fields (Queens College, City University of New York) |
| Abstract: Understanding statistical interaction, and interpreting and writing descriptions of complex graphs that depict interaction, is one of the more difficult tasks facing undergraduate Psychology majors. Such skills are also quite difficult to teach. The reported research used conditional discrimination training to establish such a writing repertoire, and the data presented indicate differential effects of this conditional discrimination training on the writing of descriptions of different features of such graphs. |
|
| |