Functional equivalence in children: derived stimulus-response and stimulus-stimulus relations
Article Abstract:
A study on the simultaneous occurrence of emergent stimulus-response relations and stimulus-stimulus relations was conducted. Twenty children aged four to five years old were trained to demonstrate specified responses to pairs of stimuli in one setting and show other responses to one member of every pair in another setting. The stimuli were eight black forms with assigned alphanumerical codes which are not seen by the subjects. Results indicated a high level of similarity between functional stimulus classes and functional equivalence classes. Most of the subjects gave the novel responses when presented with same-class nonreassigned stimuli.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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Emergent conditional discriminations in children and adults: stimulus equivalence derived from simple discriminations
Article Abstract:
A study on stimulus equivalence is conducted. The objective of the research is to investigate whether conditional relations between stimuli of different functions result from trained and derived simultaneous discriminations. Four female college students were used as subjects in the second experiment while in the first study, eight preschoolers served as subjects. Findings reveal that simultaneous simple discriminations in young children are less effective in producing conditional stimulus relations than arbitrary or identity matching tasks.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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Derived stimulus-response and stimulus-stimulus relations in children and adults: assessing training order effects
Article Abstract:
Research describing the differences observed between adults and children when given training on discrimination sets is presented. Both stimulus-stimulus and stimulus-response relations are examined.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2001
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