Abstract
Pilgrim and Galizio (1995) reversed baseline conditional discriminations after the emergence of equivalence classes. College students’ performance was consistent with the reversed baselines in subsequent symmetry tests, but was consistent with prereversal baselines in transitivity tests. The present study replicated systematically Pilgrim and Galizio’s experiment. Following the emergence of two four-members equivalence classes, 9 college students were exposed to reversal of a baseline conditional discrimination, training of a new conditional discrimination, reversal of another baseline conditional discrimination, and return to the original baseline. Both symmetry and transitivity performances were consistent with the reversed baselines for most participants. These results may be due to increased strength of the reversed baselines, trained with continuous reinforcement and reviewed before probes, whereas Pilgrim and Galizio trained reversals with intermittent reinforcement in the context of probing. The use of different stimuli and stimulus display may have also affected the results.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
BUSH, K. M., SIDMAN, M., & DE ROSE, T. (1989). Contextual control of emergent equivalence relations. Joumal of the Experimental Analysis of Behavior, 51, 29–45.
CARRIGAN, P. F., & SIDMAN, M. (1992). Conditional discrimination and equivalence relations: A theoretical analysis of control by negative stimuli. Journal of the Experimental Analysis of Behavior, 58, 183–204.
COWLEY, B. J., GREEN, G., & BRAULING-MCMORROW, D. (1992). Using stimulus equivalence procedures to teach name-face matching to adults with brain injuries. Journal of Applied Behavior Analysis, 25, 461–475.
DE ROSE, J. C. (1996). Controlling factors in conditional discriminations and tests of equivalence. In T. R. Zentall & P. M. Smeets (Eds.), Stimulus class formation in humans and animals (pp. 253–277). Amsterdam: North Holland.
DE ROSE, J. C., DE SOUZA, D. G., & HANNA, E. S. (1996). Teaching reading and spelling: Exclusion and stimulus equivalence. Journal of Applied Behavior Analysis, 29, 451–469.
DUBE, W. J., & HIRIS, J. (1997). Match to Sample Program (Version 11.1.3) [Computer software]. Waltham, MA: E. K. Shriver Center for Mental Retardation.
DUBE, W. V., & MCILVANE, W. J. (1996). Some implications of a stimulus control analysis for emergent behavior and stimulus classes. In T. R. Zentall & P. M. Smeets (Eds.), Stimulus class formation in humans and animals (pp. 197–217). Amsterdam: North Holland.
DUBE, W. V., & MCILVANE, W. J. (1997). Reinforcer frequency and restricted stimulus control. Journal of the Experimental Analysis of Behavior, 68, 303–316.
FIELDS, L., ADAMS, B. J., VERHAVE, T., & NEWMAN, S. (1993). Are stimuli in classes equally related to each other? The Psychological Record, 43, 85–105.
HAYES, S. C. (1991). A relational control theory of stimulus equivalence. In L. J. Hayes & P. N. Chase (Eds.), Dialogues on verbal behavior: The First International Institute on Verbal Relations (pp. 19–40). Reno, NV: Context Press.
HORNE, P. C., & LOWE, F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65, 185–241.
LYNCH, D. C., & CUVO, A. (1995). Stimulus equivalence instruction of fractiondecimal relations. Journal of Applied Behavior Analysis, 28, 115–126.
MATOS, M. A., & D’OLIVEIRA, M. M. H. (1992). Equivalence relations and reading. In S. C. Hayes & L. J. Hayes (Eds.), Understanding verbal relations (pp. 83–94). Reno, NV: Context Press.
NEVIN, J. A. (1992). An integrative model for the study of behavioral moment. Journal of the Experimental Analysis of Behavior, 57, 301–316.
NEVIN, J. A., MANDELL, C., & ATAK, J. R. (1983). The analysis of behavioral momentum. Journal of the Experimental Analysis of Behavior, 39, 49–59.
PILGRIM, C., CHAMBERS, L., & GALIZIO, M. (1995). Reversal of baseline relations and stimulus equivalence: II. Children. Journal of the Experimental Analysis of Behavior, 63, 239–254.
PILGRIM, C., & GALIZIO, M. (1990). Relations between baseline contingencies and equivalence probe performances. Journal of the Experimental Analysis of Behavior, 54, 213–224.
PILGRIM, C., & GALIZIO, M. (1995). Reversal of baseline relations and stimulus equivalence: I. Adults. Journal of the Experimental Analysis of Behavior, 63, 225–238.
PILGRIM, C., & GALIZIO, M. (1996). Stimulus equivalence: A class of correlations or a correlation of classes? In T. R. Zentall & P. M. Smeets (Eds.), Stimulus class formation in humans and animals (pp. 173–195). Amsterdam: North Holland.
SAUNDERS, R. R., SAUNDERS, K. J., KIRBY, K. C., & SPRADLIN, J. E. (1988). The merger and development of equivalence classes by unreinforced conditional selection of stimuli. Journal of the Experimental Analysis of Behavior, 50, 145–162.
SIDMAN, M. (1986). Functional analysis of emergent verbal classes. In T. Thompson & M. D. Zeiler (Eds.), Analysis and integration of behavioral units (pp. 213–245). Hillsdale, NJ: Erlbaum.
SIDMAN, M. (1994). Equivalence relations and behavior: A research story. Boston, MA: Authors Cooperative.
SIDMAN, M., RAUZIN, R., LAZAR, R., CUNNINGHAM, S., TAILBY, W., & CARRIGAN, P. (1982). A search for symmetry in the conditional discriminations of rhesus monkeys, baboons, and children. Journal of the Experimental Analysis of Behavior, 37, 23–44.
SIDMAN, M., & TAILBY, W. (1982). Conditional discrimination vs matching-tosample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5–22.
STROMER, R., MACKAY, H., & STODDARD, L. T. (1992). Classroom applications of stimulus equivalence technology. Journal of Behavioral Education, 2, 225–256.
STROMER, R., & OSBORNE, J. G. (1982). Control of adolescents arbitrary matching-to-sample by positive and negative stimulus relations. Journal of the Experimental Analysis of Behavior, 37, 329–348.
Author information
Authors and Affiliations
Corresponding author
Additional information
This research was supported by a grant from the Brazilian Ministry of Science and Technology (MCT/FINEP/PRONEX Grant #7697105600) and a grant from FAPESP (#1996/12454-9). M. F. Garotti was supported by a PICD/CAPES doctoral scholarship. D. G. de Souza, J. C. de Rose, and M. S. A. Gil were supported by Research Productivity grants from CNPq, and R. C. Molina was supported by a CNPq/PIBIC undergraduate scholarship. Parts of this research were presented at the 50th Annual Convention of Sociedade Brasileira para o Progresso da Ciência (Brazilian Society for the Advancement of Science), Natal, RN, Brazil, July, 1998. We are grateful to Olivia M. Kato for valuable support in the preparation of this experiment. Suggestions of two anonymous reviewers provided valuable contributions for the final version of the manuscript.
Rights and permissions
About this article
Cite this article
Garotti, M., De Souza, D.G., De Rose, J.C. et al. Reorganization of Equivalence Classes After Reversal of Baseline Relations. Psychol Rec 50, 35–48 (2000). https://doi.org/10.1007/BF03395341
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03395341