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Reaction Times and Observing-Responses in Equivalence Classes: Cognitive Processing and Fluency

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Abstract

Two three-member equivalence classes were formed with abstract three-dimensional objects that were observed by touch only by use of matching-to-sample (MTS) trials and the simple-to-complex protocol. Classes emerged immediately for one participant and with a delay in transitivity for the other. For all relational types, reaction time (RT) duration and observing-response (OR) frequency decreased with trial repetition to the very low asymptotes. For the derived relations, error-free decrements implied “learning” without feedback. The highly correlated ORs and RTs suggested that OR frequency accounted for RT duration. Also, information-gathering efficiency per OR increased with trial repetition. Thus, RT duration reflected OR frequency and cognitive processing. Initial RTs were long for baseline trials, much shorter for symmetry probes, intermediate for transitivity probes, and shortest for equivalence probes. More ORs occurred to samples than comparisons and the positive and negative comparisons produced similar OR frequencies. In addition, transitivity performances were predicted by frequency of sample-observing in previously administered baseline and symmetry probes. All findings were based on single-trial data. Finally, observing behavior may also influence the emergence of fluency.

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  1. Queens College of the City University of New York, New York City, NY, USA

    Lanny Fields

  2. Institute for Defense Analyses, Alexandria, VA, USA

    James Belanich

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Fields, L., Belanich, J. Reaction Times and Observing-Responses in Equivalence Classes: Cognitive Processing and Fluency. Psychol Rec 73, 53–65 (2023). https://doi.org/10.1007/s40732-022-00519-9

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