Naming of Stimuli in Equivalence Class Formation in Children

Abstract

AbstractIn the present study, two typically developing 4-year-old children, Pete and Joe, were trained six conditional discriminations and tested for the formation of three 3-member equivalence classes. Pete and Joe did not establish the AC relation within 600 trials and were given two conditions of preliminary training, including naming of stimuli with two different stimulus sets. Pete started with preliminary training with common naming of stimuli, followed by conditional-discrimination training and testing for emergent relations, and continued with preliminary training on individual naming of stimuli, followed by the same training and testing as described previously. Joe experienced the same conditions but in reversed order. Pete responded in accordance with equivalence in the second round in the condition with common naming. In the first round of testing in the condition with individual naming, he responded in accordance with equivalence. In the condition with individual naming, Joe did not respond in accordance with stimulus equivalence but established all of the directly trained relations during training. In the condition with common naming, he responded in accordance with equivalence in the first round of testing. The results from the experiment support earlier findings that both common and individual naming could facilitate the emergence of equivalence classes.