Arbitrary Conditional Discriminations and Stimulus Equivalence with Young Children within the Classroom Setting

Files

Citation

Leonard, Emily, “Arbitrary Conditional Discriminations and Stimulus Equivalence with Young Children within the Classroom Setting,” Scholar@Simmons, accessed December 4, 2020, https://beatleyweb.simmons.edu/scholar/items/show/154.

Title

Arbitrary Conditional Discriminations and Stimulus Equivalence with Young Children within the Classroom Setting

Creator

Leonard, Emily

Date

2015

Description

The current series of experiments investigated the formation of equivalence classes with young children in classroom settings. Nine visual stimuli were divided into three groups (A, B, and C) each containing three stimuli (A1, A2, A3, B1, B2, B3, C1, C2, C3). All participants were pretested on all possible stimulus-stimulus relations. Then conditional discrimination training was used to teach a few stimulus-stimulus relations (i.e., the AB and AC relations). Following training, participants were posttested on all stimulus-stimulus relations to determine if untrained relations emerged indicating the formation of equivalence classes. Experiment 1 demonstrated the emergence of stimulus-stimulus relations consistent with stimulus equivalence among stimuli from the third-grade science curriculum of a boy with autism. Experiment 2 was a systematic replication of Experiment 1 with six third-graders. Finally, Experiment 3 replicated the findings of Experiment 2 with kindergarten students. Results indicated the emergence of match-to-sample performances, suggesting that these methods could be applied both as an efficient primary teaching technique and as a remediation technique for young children in the classroom setting.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (117 Pages)

Language

English

Type

Doctoral Dissertations