Chapter 19 - Equivalence-Based Instruction

Question 1

class expansion

Answer 1

A new member is added to a demonstrated stimulus equivalence class as a result of teaching a new conditional discrimination

Question 2

class merger

Answer 2

Independent equivalence classes are combined as a result of teaching a new but interrelated conditioned discrimination

Question 3

class-specific reinforcement

Answer 3

A match-to-sample procedure in which not only is the correct comparison choice conditional on the sample stimulus,, but the type of consequence delivered is, too; class-specific consequences themselves becomes members of the equivalence classes.

Question 4

contextual control

Answer 4

The situation or context in which a stimulus (or stimulus class) occurs determines its function. More specifically, a type of stimulus control requiring three levels of antecedent stimuli, such that the functions of the stimuli in a conditional discrimination vary depending on the context. Contextual control training requires a five-term contingency. It allows for the same stimuli to be members of more than one equivalence class, depending on the context.

Question 5

derived stimulus relations

Answer 5

Responding indicating a relation (e.g., same as, opposite, sidderent from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience (also called emergent stimulus relatioins)

Question 6

emergent stimulus relations

Answer 6

Stimulus relations that are not taught directly but emerge as an indirect function of related instruction or experience (also called derived stimulus relations)

Question 7

equivalence-class formation

Answer 7

The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of response to some stimulus-stimulus relations. Requires successful performances on three types of probe trials–reflexivity, symmetry, and transitivity–in the absence of reinforcement. (Sometimes called stimulus equivalence)

Question 8

equivalence test

Answer 8

A probe for the emergence of untrained stimulus-stimulus relations that evaluates both symmetry and transitivity simultaneously

Question 9

exclusion

Answer 9

A procedure for building new arbitrary conditional discriminations based on the robust findings that learners will select a novel comparison stimulus over a known one in the presence of a novel sample

Question 10

higher-order operant class

Answer 10

Behavior defined in terms of general relations between antecedents and responses, rather than in terms of specific stimuli and responses; examples include generalized imitation, manding, instruction following, naming, and relational framing.

Question 11

nodal stimulus (node)

Answer 11

A stimulus set that must be held in common across a minimum of two conditional discriminations to provide a basis for all equivalence properties

Question 12

reflexivity

Answer 12

A type of stimulus relation in which the learner, without any prior training or reinforcement for doing so, selects a comparison stimulus that is the same as the sample stimulus (e.g., A = A). Reflexivity would be demonstrated in the following matching-to-sample procedure: The sample stimulus is a picture of a tree, and the three comparison stimuli are a picture of a mouse, a picture of a cookie, and a duplicate of the tree picture used as the sample stimulus. The learner selects the picture of the tree without specific reinforcement in the past for making the tree-picture-to-tree-picture match. (also called generalized identity matching)

Question 13

simple discrimination

Answer 13

Responding is under stimulus control of a single antecedent stimulus condition; described by the three-term contingency: SD –> R –> SR+

Question 14

simple-to-complex testing protocol

Answer 14

An arrangement in which types of stimulus equivalence probes are introduced sequentially, beginning with symmetry, followed by transitivity (if relevant), and then combined tests for equivalence

Question 15

stimulus-control topographies

Answer 15

Refers to two different forms of stimlus control that can result from a match-to-sample procedure involving one sample stimulus and two comparison stimuli; when presented with A1 as the sample, a participant can either select B1 (known as type S or select responding) or reject B2 (known as Type R or reject responding)

Question 16

stimulus equivalence

Answer 16

The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus conditions. Responses are reinforced in the presence of one stimulus condition, the SD, but not in the presence of the other stimulus Sdelta

Question 17

symmetry

Answer 17

A type of stimulus-to-stimulus relationship in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli (e.g., if A=B, then B=A).

Symmetry would be demonstrated in the following matching-to-sample procedure: The learner is taught, when presented with the spoken word CAR (sample stimulus A), to select a comparison picture of a car (comparison B). When presented with a picture of a car (sample stimulus B), without additional training or reinforcement, the learner selects the comparison spoken word CAR (comparison A).

Question 18

training structure

Answer 18

Refers to dimensions of procedural arrangements when teaching multiple conditioned discriminations. Commonly used training structures include one-to-many training or sample-as-node training, many-to-one or comparison-as-node structure, and linear series training

Question 19

transfer of function

Answer 19

Occurs when teaching a new function for one member of an established equivalence class results in the same function holding for all members of the class

Question 20

transitivity

Answer 20

Describes derived stimulus-stimulus relations (e.g., A=C) that energe as a product of training two other stimulus-stimulus relations (A=B and B=C). Transitivity would be demonsttrated if, after trianing, the following occurs:
(1) If A (e.g., spoken work BICYCLE) = B (e.g., the picture of a bicycle) and
(2) B (the picture of a bicycle) = C (E.g., the written word BICYCLE)