The Generalization and Retention of Equivalence Relations in Adults With Mental Retardation
- 8 Downloads
The purpose of this experiment was to investigate the generalization and long-term retention of equivalence relations in individuals with mental retardation. To date, the generalization of equivalence relations to a range of novel stimuli has only been demonstrated among verbally competent adults. The responding of many individuals with mental retardation often fails to come under control of relevant stimulus features and fails to generalize to novel stimuli. Thus, we assessed whether the generalization of stimulus equivalence would occur in the absence of remedial training for 4 adults with mild or moderate mental retardation. Subjects learned 6 conditional discriminations and were tested for the emergence and generalization of 3 symmetry and 3 equivalence relations. Subjects were also tested for their retention of the relations approximately 1–4 months following their last laboratory session. All subjects showed the emergence and generalization of all of the relations in the absence of remedial training, and most showed the long-term retention of the relations. Accuracy improved during the retention test as a function of repeated testing for some subjects.
Unable to display preview. Download preview PDF.
- DYMOND, S., & REHFELDT, R. A. (2001). Supplemental measures of derived stimulus relations. Experimental Analysis of Human Behavior Bulletin, 19, 8–12.Google Scholar
- FIELDS, L., REEVE, K. F., ADAMS, B. J., BROWN, J. L., & VERHAVE, T. (1997). Predicting the extension of equivalence classes from primary generalization gradients: The merger of equivalence classes and perceptual classes. Journal of the Experimental Analysis of Behavior, 68, 67–91.CrossRefPubMedPubMedCentralGoogle Scholar
- FIELDS, L., REEVE, K. F., MATNEGA, P., VARELAS, A., BELANICH, J. FITZER, A., & SHAMOUN, K. (2002). The formation of a generalized categorization repertoire: Effect of training with multiple domains, samples, and comparisons. Journal of the Experimental Analysis of Behavior, 78, 291–313.CrossRefPubMedPubMedCentralGoogle Scholar
- HAYES, S. C., BARLOW, D. H., & NELSON-GRAY, R. O. (1999). The scientistpractitioner: Research and accountability in the age of managed care. Needham Heights, MA: Allyn and Bacon.Google Scholar
- JOHNSTON, J. M., & PENNYPACKER, H. S. (1993). Strategies and tactics of behavioral research. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
- REHFELDT, R. A. (2003). Establishing contextual control over generalized equivalence relations. The Psychological Record, 53, 415–428.Google Scholar
- REHFELDT, R. A., HAYES, L. J., & STEELE, A. (1998). Assessing the primary generalization of equivalence along the dimension of stimulus hue. The Experimental Analysis of Human Behavior Bulletin, 16, 10–12.Google Scholar
- SAUNDERS, K. J., & WILLIAMS, D. C. (1998). Stimulus-control procedures. In K. A. Lattal & M. Perone (Eds.), Handbook of research methods in human operant behavior. New York: Plenum Press.Google Scholar
- SIDMAN, M. (1994). Equivalence relations and behavior: A research story. Boston, MA: Authors Cooperative, Inc.Google Scholar
- SPRADLIN, J. E., SAUNDERS, K. J., & SAUNDERS, R. R. (1992). The stability of equivalence classes. In S. C. Hayes & L. J. Hayes (Eds.), Understanding verbal relations (pp. 29–42). Reno, NV: Context Press.Google Scholar
- SULZER-AZAROFF, B., & MAYER, G. R. (1991). Behavior analysis for lasting change. Orlando: Holt, Rinehart, & Winston.Google Scholar