Pub Date : 2018-07-03DOI: 10.1080/15021149.2017.1404394
Owen Adams, Traci M. Cihon, Tomas Urbina, R. Goodhue
ABSTRACT Research in precision teaching (PT) and verbal behavior has implications for undergraduate instruction, but effects of PT for under-graduate coursework are not yet fully understood. The authors examined the differences between learning outcomes for Say All Fast Minute Every Day Shuffled (SAFMEDS) cards between cumulative decks where all terms were practiced (fall semester) and unitary decks where terms were split into 10 units with no more than 10 cards each (spring semester). Results showed that the rate of correct terms recited per minute increased over the course of both semesters, the rate of incorrect terms decreased, and the rate of skips remained variable. The changes in rate occurred more quickly throughout the spring semester and more students reached the frequency aims. Other factors examined included timing intervals, multiple checkouts, definition length, and retention. The results have implications for the use of PT, especially SAFMEDS, in college classrooms.
{"title":"The comparative effects of cumulative and unitary SAFMEDS terms in an introductory undergraduate behavior analysis course","authors":"Owen Adams, Traci M. Cihon, Tomas Urbina, R. Goodhue","doi":"10.1080/15021149.2017.1404394","DOIUrl":"https://doi.org/10.1080/15021149.2017.1404394","url":null,"abstract":"ABSTRACT Research in precision teaching (PT) and verbal behavior has implications for undergraduate instruction, but effects of PT for under-graduate coursework are not yet fully understood. The authors examined the differences between learning outcomes for Say All Fast Minute Every Day Shuffled (SAFMEDS) cards between cumulative decks where all terms were practiced (fall semester) and unitary decks where terms were split into 10 units with no more than 10 cards each (spring semester). Results showed that the rate of correct terms recited per minute increased over the course of both semesters, the rate of incorrect terms decreased, and the rate of skips remained variable. The changes in rate occurred more quickly throughout the spring semester and more students reached the frequency aims. Other factors examined included timing intervals, multiple checkouts, definition length, and retention. The results have implications for the use of PT, especially SAFMEDS, in college classrooms.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"17 1","pages":"176 - 194"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81756985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-11DOI: 10.1080/15021149.2018.1472852
Tessa Taylor
ABSTRACT Researchers have shown the effectiveness of physical guidance procedures in highly specialised hospital settings. We replicated use of a side deposit in a treatment package using a reversal design. We extended by translating to a home setting in Australia. We also evaluated the frequency and necessity of use over time to 13 months, choice and positive reinforcement alone prior, and food preferences before and after exposure. A 9-year-old male with autism, laxative and formula dependence, iron deficiency, history of nasogastric tube, and years of previous multidisciplinary failed treatments participated. Choice and contingent access, differential attention, nonremoval, and re-presentation were ineffective in increasing consumption, but it increased to 100% when the side deposit was added. Variety increased to 57 regular texture foods and water from a cup. He met 100% of goals. His parents reported high satisfaction and acceptability. Treatment gains maintained over a year in the absence of protocol implementation.
{"title":"Intensive paediatric feeding treatment and the use of a side deposit for a clinical case within the home setting in Australia","authors":"Tessa Taylor","doi":"10.1080/15021149.2018.1472852","DOIUrl":"https://doi.org/10.1080/15021149.2018.1472852","url":null,"abstract":"ABSTRACT Researchers have shown the effectiveness of physical guidance procedures in highly specialised hospital settings. We replicated use of a side deposit in a treatment package using a reversal design. We extended by translating to a home setting in Australia. We also evaluated the frequency and necessity of use over time to 13 months, choice and positive reinforcement alone prior, and food preferences before and after exposure. A 9-year-old male with autism, laxative and formula dependence, iron deficiency, history of nasogastric tube, and years of previous multidisciplinary failed treatments participated. Choice and contingent access, differential attention, nonremoval, and re-presentation were ineffective in increasing consumption, but it increased to 100% when the side deposit was added. Variety increased to 57 regular texture foods and water from a cup. He met 100% of goals. His parents reported high satisfaction and acceptability. Treatment gains maintained over a year in the absence of protocol implementation.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"1 1","pages":"208 - 227"},"PeriodicalIF":0.0,"publicationDate":"2018-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83676654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-15DOI: 10.1080/15021149.2018.1438339
Camille Plantiveau, K. Dounavi, J. Virués-Ortega
ABSTRACT Low job satisfaction and burnout are common among those providing behavioral services potentially leading to absenteeism, turnover, low standards of service, and poor health outcomes. The current study explored the occurrence of low job satisfaction and burnout in this population. We disseminated a web-based survey composed of a series of sociodemographic and job-related variables, the Job Satisfaction Survey, and the Maslach Burnout Inventory. A diverse incidental sample of 183 practitioners currently providing behavioral services completed the survey. The results indicated that about two in every three participants were experiencing moderate to high burnout levels and about one in every three were experiencing little to no job satisfaction. A series of logistic regression models showed that social support in the work environment and supervision opportunities for trainees were key predictors of burnout and job satisfaction. We defined a socially supportive work environment as one with (a) several team members, (b) certified professionals, (c) frequent and positive interactions among team members, and (d) frequent and relevant staff training opportunities.
{"title":"High levels of burnout among early-career board-certified behavior analysts with low collegial support in the work environment","authors":"Camille Plantiveau, K. Dounavi, J. Virués-Ortega","doi":"10.1080/15021149.2018.1438339","DOIUrl":"https://doi.org/10.1080/15021149.2018.1438339","url":null,"abstract":"ABSTRACT Low job satisfaction and burnout are common among those providing behavioral services potentially leading to absenteeism, turnover, low standards of service, and poor health outcomes. The current study explored the occurrence of low job satisfaction and burnout in this population. We disseminated a web-based survey composed of a series of sociodemographic and job-related variables, the Job Satisfaction Survey, and the Maslach Burnout Inventory. A diverse incidental sample of 183 practitioners currently providing behavioral services completed the survey. The results indicated that about two in every three participants were experiencing moderate to high burnout levels and about one in every three were experiencing little to no job satisfaction. A series of logistic regression models showed that social support in the work environment and supervision opportunities for trainees were key predictors of burnout and job satisfaction. We defined a socially supportive work environment as one with (a) several team members, (b) certified professionals, (c) frequent and positive interactions among team members, and (d) frequent and relevant staff training opportunities.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"207 1","pages":"195 - 207"},"PeriodicalIF":0.0,"publicationDate":"2018-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76204868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2017.1418125
L. Mason, Christopher J. Rivera, Alexandria Arriaga
ABSTRACT The current research investigated the effects of an avoidance contingency on the curriculum-based measures of three university students. Contemporary teaching practices in higher education promote the development of higher order skills, which are often contrasted with memorization. However, there is little empirical evidence to support educational practices at the university level. Three students in an introductory applied behavior analysis course participated in this project. Each class day throughout the semester, the participants took part in both a 1-min fluency drill and a daily quiz over the assigned readings. During baseline, these activities were independent of each other. The intervention consisted of making the quiz contingent on each student’s fluency score. The number of vocabulary words identified by each participant increased after the avoidance contingency was applied, indicating that the prevention of daily quizzes served as a negative reinforcer to increase studying. Implications for the use and frequency of assessments in higher education are discussed.
{"title":"The effects of an avoidance contingency on postsecondary student SAFMEDS performance","authors":"L. Mason, Christopher J. Rivera, Alexandria Arriaga","doi":"10.1080/15021149.2017.1418125","DOIUrl":"https://doi.org/10.1080/15021149.2017.1418125","url":null,"abstract":"ABSTRACT The current research investigated the effects of an avoidance contingency on the curriculum-based measures of three university students. Contemporary teaching practices in higher education promote the development of higher order skills, which are often contrasted with memorization. However, there is little empirical evidence to support educational practices at the university level. Three students in an introductory applied behavior analysis course participated in this project. Each class day throughout the semester, the participants took part in both a 1-min fluency drill and a daily quiz over the assigned readings. During baseline, these activities were independent of each other. The intervention consisted of making the quiz contingent on each student’s fluency score. The number of vocabulary words identified by each participant increased after the avoidance contingency was applied, indicating that the prevention of daily quizzes served as a negative reinforcer to increase studying. Implications for the use and frequency of assessments in higher education are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"2 1","pages":"62 - 71"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87521336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2017.1404397
Rachelle N. Huntington, T. Higbee
ABSTRACT Stimulus preference assessments have been established as an effective way to identify potential reinforcers. Less is known, however, about the effectiveness of these assessments at predicting potential social reinforcers. This study examined the utility of a video-based preference assessment for accurately identifying reinforcing social activities. Using a forced-choice format, videos were presented side-by-side that portrayed various social interactions. This assessment generated a hierarchy of most and least preferred social stimuli for each participant. The reinforcing effectiveness of the highest- and lowest-preferred stimuli was then evaluated in a reinforcer assessment. For each of the three participants, the stimuli selected most often, or the highest preferred, increased responding above baseline and low-preference conditions. These results indicate that video representations of social stimuli may accurately identify preference hierarchies. Implications for the use of video technology in assessing social preferences are discussed.
{"title":"The effectiveness of a video based preference assessment in identifying social reinforcers","authors":"Rachelle N. Huntington, T. Higbee","doi":"10.1080/15021149.2017.1404397","DOIUrl":"https://doi.org/10.1080/15021149.2017.1404397","url":null,"abstract":"ABSTRACT Stimulus preference assessments have been established as an effective way to identify potential reinforcers. Less is known, however, about the effectiveness of these assessments at predicting potential social reinforcers. This study examined the utility of a video-based preference assessment for accurately identifying reinforcing social activities. Using a forced-choice format, videos were presented side-by-side that portrayed various social interactions. This assessment generated a hierarchy of most and least preferred social stimuli for each participant. The reinforcing effectiveness of the highest- and lowest-preferred stimuli was then evaluated in a reinforcer assessment. For each of the three participants, the stimuli selected most often, or the highest preferred, increased responding above baseline and low-preference conditions. These results indicate that video representations of social stimuli may accurately identify preference hierarchies. Implications for the use of video technology in assessing social preferences are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"52 1","pages":"48 - 61"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88354139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2017.1404392
Denys Brand, D. Elliffe, Florence D. DiGennaro Reed
ABSTRACT Treatment integrity is the extent to which interventionists implement treatment procedures as prescribed. The majority of treatment integrity research involving discrete-trial teaching (DTT) reports an overall score summarizing integrity across procedural components. Because DTT is a procedure consisting of multiple steps, practitioners may find it helpful to report integrity data separately for each component (i.e., component integrity). Recent research has found that high levels of overall integrity are not always representative of high integrity for individual treatment components. The purpose of this study was to assess component integrity of DTT programs occurring in the natural environment with a specific emphasis on identifying integrity errors for an error-correction procedure consisting of remedial trials. The results showed that high overall levels of integrity did not correspond to high levels of integrity for the remedial trial portion of the error-correction procedures. We discuss the implications of the results for research and practice.
{"title":"Using sequential analysis to assess component integrity of discrete-trial teaching programs","authors":"Denys Brand, D. Elliffe, Florence D. DiGennaro Reed","doi":"10.1080/15021149.2017.1404392","DOIUrl":"https://doi.org/10.1080/15021149.2017.1404392","url":null,"abstract":"ABSTRACT Treatment integrity is the extent to which interventionists implement treatment procedures as prescribed. The majority of treatment integrity research involving discrete-trial teaching (DTT) reports an overall score summarizing integrity across procedural components. Because DTT is a procedure consisting of multiple steps, practitioners may find it helpful to report integrity data separately for each component (i.e., component integrity). Recent research has found that high levels of overall integrity are not always representative of high integrity for individual treatment components. The purpose of this study was to assess component integrity of DTT programs occurring in the natural environment with a specific emphasis on identifying integrity errors for an error-correction procedure consisting of remedial trials. The results showed that high overall levels of integrity did not correspond to high levels of integrity for the remedial trial portion of the error-correction procedures. We discuss the implications of the results for research and practice.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"42 1","pages":"30 - 47"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73493336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2018.1463123
A. A. Imam
ABSTRACT The “new” psychological science seeks to promote a culture of replication in response to rampant publication bias and some controversial failures to replicate. Two of the solutions adopted are the emphases on the New Statistics by Psychological Science and the growing use of replication repositories. Where does behavior analytic research fit in this effort? Although experimental and applied research methods in behavior analysis naturally are replication focused and replication friendly, trending growth in group designs in different areas of behavior analytic research suggests that we should be sharing the concerns in the broader psychological science community. What measures, if any, are behavior analytic journals taking or should be taking to address these concerns? Not all of the solutions under consideration in the “new” psychological science are amenable to behavior analytic research. How do we proceed? Recommendations include formulating editorial policies in behavior analytic journals and organizational programming collaborations, for example, between Association for Behavior Analysis International and the Association for Psychological Science.
{"title":"Place of behavior analysis in the changing culture of replication and statistical reporting in psychological science","authors":"A. A. Imam","doi":"10.1080/15021149.2018.1463123","DOIUrl":"https://doi.org/10.1080/15021149.2018.1463123","url":null,"abstract":"ABSTRACT The “new” psychological science seeks to promote a culture of replication in response to rampant publication bias and some controversial failures to replicate. Two of the solutions adopted are the emphases on the New Statistics by Psychological Science and the growing use of replication repositories. Where does behavior analytic research fit in this effort? Although experimental and applied research methods in behavior analysis naturally are replication focused and replication friendly, trending growth in group designs in different areas of behavior analytic research suggests that we should be sharing the concerns in the broader psychological science community. What measures, if any, are behavior analytic journals taking or should be taking to address these concerns? Not all of the solutions under consideration in the “new” psychological science are amenable to behavior analytic research. How do we proceed? Recommendations include formulating editorial policies in behavior analytic journals and organizational programming collaborations, for example, between Association for Behavior Analysis International and the Association for Psychological Science.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"2 1","pages":"10 - 2"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90613657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2018.1465754
Toshikazu Kuroda, Carlos R. X. Cançado, Christopher A. Podlesnik
ABSTRACT An experiment with humans was conducted to assess the relative effects of reinforcement and punishment on choice. Point gains and losses were programmed as reinforcers and punishers, respectively. Participants used a mouse to click two buttons on a computer screen while the ratio of point gains was varied according to a concurrent variable-interval schedule. Responding was sensitive to relative point gains in baselines. When a schedule of point loss was superimposed on one button, relative to baseline, bias away from the point-loss button was observed, indicating the punishment effects of losses. Finally, a schedule arranging equal rates of both point gains and losses was superimposed on one button. One participant showed no change in bias and two showed shifts in bias away from the alternative with the superimposed schedule relative to baseline. These results suggest that punishment effects are at least equal and sometimes greater than reinforcement effects..
{"title":"Relative effects of reinforcement and punishment on human choice","authors":"Toshikazu Kuroda, Carlos R. X. Cançado, Christopher A. Podlesnik","doi":"10.1080/15021149.2018.1465754","DOIUrl":"https://doi.org/10.1080/15021149.2018.1465754","url":null,"abstract":"ABSTRACT An experiment with humans was conducted to assess the relative effects of reinforcement and punishment on choice. Point gains and losses were programmed as reinforcers and punishers, respectively. Participants used a mouse to click two buttons on a computer screen while the ratio of point gains was varied according to a concurrent variable-interval schedule. Responding was sensitive to relative point gains in baselines. When a schedule of point loss was superimposed on one button, relative to baseline, bias away from the point-loss button was observed, indicating the punishment effects of losses. Finally, a schedule arranging equal rates of both point gains and losses was superimposed on one button. One participant showed no change in bias and two showed shifts in bias away from the alternative with the superimposed schedule relative to baseline. These results suggest that punishment effects are at least equal and sometimes greater than reinforcement effects..","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"2 1","pages":"125 - 148"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81698510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2018.1465755
L. Pérez-González, J. Salameh, Lorena García-Asenjo
ABSTRACT We explored transfer between two types of intraverbals with 26 five- and six-year-old children. We taught Exemplar intraverbals, in which she asked for an exemplar of a category – e.g. “Name a city” – “Buenos Aires” and probed the emergence of Categories, by asking without reinforcement for the category of the corresponding exemplar – e.g. “What is Buenos Aires” – “A city.” Seven children demonstrated emergence. The remaining children were randomly assigned to four conditions. They received cycles in which they learned the failed Categories –in Condition 1- or Categories with novel stimuli –in Condition 2, received the same experience with a novel stimulus set, and were probed again. Conditions 3 and 4 were control conditions. Seven children in Conditions 1 to 3 demonstrated emergence, but there were not clear differences across conditions. Thus, Category intraverbals emerged, but receiving experiences in which Categories are taught does not facilitate the emergence of further Categories.
{"title":"Emergence of intraverbals with categories as responses after learning intraverbals with elements in reverse stimulus-response functions","authors":"L. Pérez-González, J. Salameh, Lorena García-Asenjo","doi":"10.1080/15021149.2018.1465755","DOIUrl":"https://doi.org/10.1080/15021149.2018.1465755","url":null,"abstract":"ABSTRACT We explored transfer between two types of intraverbals with 26 five- and six-year-old children. We taught Exemplar intraverbals, in which she asked for an exemplar of a category – e.g. “Name a city” – “Buenos Aires” and probed the emergence of Categories, by asking without reinforcement for the category of the corresponding exemplar – e.g. “What is Buenos Aires” – “A city.” Seven children demonstrated emergence. The remaining children were randomly assigned to four conditions. They received cycles in which they learned the failed Categories –in Condition 1- or Categories with novel stimuli –in Condition 2, received the same experience with a novel stimulus set, and were probed again. Conditions 3 and 4 were control conditions. Seven children in Conditions 1 to 3 demonstrated emergence, but there were not clear differences across conditions. Thus, Category intraverbals emerged, but receiving experiences in which Categories are taught does not facilitate the emergence of further Categories.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"76 1","pages":"72 - 89"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80906149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2017.1416525
Ian Stewart, Brian W Slattery, Michael Chambers, S. Dymond
ABSTRACT Previous research has shown classification type (“class/member”) hierarchical responding as relational framing. The aim of this study was to use the same paradigm to investigate analysis type (“part-whole”) hierarchical responding. A total of 10 participants were exposed to (1) a procedure involving non-arbitrarily related multi-dimensional stimuli, the aim of which was to establish two arbitrary shapes as contextual cues for “part of” and “includes” relational responding respectively; and (2) a procedure that employed these cues to establish a network of arbitrary stimuli in particular hierarchical relations with each other and then test for derivation of further untrained hierarchical relations as well as for transformation of functions (TOF). Resultant patterns of relational framing consistently showed features of asymmetrical mutual entailment and transitive combinatorial entailment but, in contrast with results for classification type hierarchical responding, there was no consistent trend for TOF. Implications and future research directions are discussed.
{"title":"An empirical investigation of part-whole hierarchical relations","authors":"Ian Stewart, Brian W Slattery, Michael Chambers, S. Dymond","doi":"10.1080/15021149.2017.1416525","DOIUrl":"https://doi.org/10.1080/15021149.2017.1416525","url":null,"abstract":"ABSTRACT Previous research has shown classification type (“class/member”) hierarchical responding as relational framing. The aim of this study was to use the same paradigm to investigate analysis type (“part-whole”) hierarchical responding. A total of 10 participants were exposed to (1) a procedure involving non-arbitrarily related multi-dimensional stimuli, the aim of which was to establish two arbitrary shapes as contextual cues for “part of” and “includes” relational responding respectively; and (2) a procedure that employed these cues to establish a network of arbitrary stimuli in particular hierarchical relations with each other and then test for derivation of further untrained hierarchical relations as well as for transformation of functions (TOF). Resultant patterns of relational framing consistently showed features of asymmetrical mutual entailment and transitive combinatorial entailment but, in contrast with results for classification type hierarchical responding, there was no consistent trend for TOF. Implications and future research directions are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"188 1","pages":"105 - 124"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79422406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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