Effects of Within-Class Differences in Sample Responding on Acquired Sample Equivalence.
Two experiments examined whether acquired sample equivalence in many-to-one matching was affected by variation in sample-response requirements. In each experiment, pigeons responded on either identical or different response schedules to the sample stimuli that occasioned the same reinforced comparis...
| Published in: | Journal of the Experimental Analysis of Behavior Vol. 89; no. 3; pp. 341 - 359 |
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| Main Authors: | , |
| Format: | Article |
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Society for the Experimental Analysis of Behavior
May 2008
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=511380850&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 511380850 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00225002 JOE jtl: Journal of the Experimental Analysis of Behavior issn: 00225002 maglogo: N pubinfo: dt: May 2008 vid: 89 iid: 3 pid: 508 pub: Society for the Experimental Analysis of Behavior artinfo: ui: 511380850 10.1901/jeab.2008-89-341 ppf: 341 ppct: 18 formats: tig: atl: Effects of Within-Class Differences in Sample Responding on Acquired Sample Equivalence. aug: au: Uruioli, Peter J. Vasconcelos, Marco su: Discrimination learning Pigeon behavior Transfer of training sug: subj: Discrimination learning Pigeon behavior Transfer of training ab: Two experiments examined whether acquired sample equivalence in many-to-one matching was affected by variation in sample-response requirements. In each experiment, pigeons responded on either identical or different response schedules to the sample stimuli that occasioned the same reinforced comparison choice (i.e., to the within-class samples). Transfer-of-control tests were then conducted to determine acquired equivalence, or lack thereof, between these samples. In both experiments, there was minimal or no evidence of acquired sample equivalence when pigeons responded differently to the samples within each common-choice class. By contrast, transfer was observed if pigeons responded (a) identically to all sample stimuli, or (b) identically to samples within each common-choice class (viz., to samples that occasioned the same reinforced choice) and differently to samples from different classes (viz., to samples that occasioned different choices). These results may help to explain the recent lack of evidence for response membership in pigeons' acquired equivalence (Urcuioli, Lionello-DeNolf, Michalek, & Vasconcelos, 2006). They also raise questions about the functional sample stimuli and about possible interactions between acquired equivalence and acquired distinctiveness. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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