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38th Annual Convention; Seattle, WA; 2012

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Poster Session #428
EAB Monday evening poster session
Monday, May 28, 2012
7:00 PM–9:00 PM
Exhibit Hall 4AB (Convention Center)
1. Identifying a Behavioral Task Sensitive to Early Spatial Learning and Memory Deficits in a TauP301L Transgenic Mouse Model
Area: EAB; Domain: Basic Research
DAVID E. TOSTO (West Virginia University), Tiffany L. Glover (West Virginia University), Stephen L. Deweese (West Virginia University), Kevin M. Knowlan (West Virginia University), John M. Grizzanti (West Virginia University), Miranda Reed (West Virginia University)
Abstract: The tauP301L mouse is a valid mouse model of Alzheimers disease in which mutant tau expression can be turned on and off. Prior research using the Morris water maze revealed a significant spatial learning and memory deficit in tauP301L mice compared to transgene negative mice and mice expressing wild-type human tau (tauWT). The purpose of this study was to determine the age of initial impairment, and progression of impairment, using a longitudinal memory task that allows for daily examination of learning and memory functioning. To do this, we used the incremental repeated acquisition (IRA) schedule of reinforcement. Days were designated as either performance, where the sequence of responses was always the same, or learning, where a different sequence was trained each day. Mice (n = 5 P301L, n = 7 WT, n = 9 TgNeg) began running under the performance component while tau expression was off to allow similar acquisition of the performance component. After 25 days of the performance component, tau expression was turned on, and daily sessions alternated between performance and learning components. We predict similar acquisition of the performance component, but more errors in the learning components for tauP301L mice that increase as pathology worsens.
 
2. Evaluation of Probability Discounting: A Comparison of Real and Hypothetical Rewards and a Molecular Analysis of the Effect of Recent History on Discounting
Area: EAB; Domain: Basic Research
HALEY STEINHAUSER (University of Wisconsin-Eau Claire), Andrew D. Hucks (University of Wisconsin-Eau Claire)
Abstract: The current study evaluated whether there is a reward effect in probability discounting, and analyzed the effect of recent histories on probability discounting. The first part of the study compared the probability discounting of real and hypothetical rewards, using two roulette-type wheels. The likely-win wheel remained at a high probability of winning and a lower objective value, while the risky-choice wheel involved a lower probability of winning and a consistent higher value. Participants chose between a likely-win wheel and a risky-choice wheel in a hypothetical reward condition and a real reward condition. The second part of the study consisted of collecting probability discounting data with the same roulette-type wheels representing a likely-win and a risky-choice. Participants discounted points that were directly related to a monetary reward at the end of the experiment. Each individual's degree of discounting was analyzed based on a win to loss ratio, in order to determine if experienced wins and losses in a practical discounting task affects the degree to which individuals discount. The results of the analysis will suggest whether or not the ratio of wins to losses affects the probability at which a likely win and a risky choice are of equal subjective value.
 
3. Examining Discounting Rates of Healthy Food Choices by College Students
Area: EAB; Domain: Basic Research
ASHLEY NIEBAUER (University of Wisconsin-Eau Claire), Andrew D. Hucks (University of Wisconsin-Eau Claire)
Abstract: Several studies have examined humans rates of discounting, however, few studies have applied delay discounting to investigate humans health-related behaviors such as healthy eating habits. The present study examined the rates of discounting of healthy food choices made by 13 undergraduate students at the University of Wisconsin-Eau Claire. Participants completed a series of discounting tasks after reading a hypothetical scenario and viewing nutrition facts for five McDonalds food items. A health survey completed at the conclusion of the study served as an indicator of lifestyle healthiness of participants. Results of the discounting task suggest that preferences reverse in relation to the number of calories in fast food items. Results also imply that the body mass index of a human does not predict the level of lifestyle healthiness. The present study suggests that disclosing nutrition facts to consumers prior to consumption could result in a reverse of preference for a healthier menu item.
 
4. Effect of the Pre-Training on a Progressive Ratio Schedule of Reinforcement Over the Development of Activity-Based Anorexia in Rats
Area: EAB; Domain: Basic Research
ANGELES PEREZ-PADILLA (UNED)
Abstract: Activity-based anorexia (ABA) developed when animals simultaneously had free access to a running wheel and were exposed to food restriction. Some researches argued about changes in the reinforcing effectiveness of food and of running (Pierce, Epling and Boer, 1986). This research studied differences between animals trained to obtain food according to a progressive ratio (PR) schedule (PR group) and non trained animals (non-PR group). When ABA-PR animals developed stable patterns of operant lever pressing, an ABA procedure was introduced. Once more, the restriction of food and free access to an activity wheel resulted in the development of ABA included in the PR group. Despite they maintained a similar intake of food pellets in the operant chambers; they showed a marked body-weight loss and an increase of food intake in the activity procedure. Both measures were slightly less than in the non-PR group. Moreover, a significant increase in the running activity (higher than in the non-PR group) did not prevent the operant behavior of lever pressing; otherwise it was on the increase. Then, a moderate and excessive running activity could be increased the reinforcing effectiveness of food on a PR schedule.
 
5. Avoidance of Timeout from Response-Independent Schedules With and Without a Limited Hold on Consumption
Area: EAB; Domain: Basic Research
AUGUST F. HOLTYN (West Virginia University), Michael Perone (West Virginia University)
Abstract: This research is concerned with factors that affect the aversiveness of timeout from positive reinforcement. In some previous research, animals avoided timeout at a higher rate when the schedule of food delivery was lean than when it was rich. Other research has shown the opposite. We examined a potential reason for the discrepant findings. Eight rats pressed a lever to avoid 30-s timeouts that occurred every 30 s. Across conditions, the schedule of food or sucrose delivery was leaned from a variable-time 0.5-min to an 8-min schedule. The schedules of sucrose delivery incorporated a limited holda dipper was raised for a set periodwhereas the schedules of food delivery did not. When a limited hold is present, behavior directed toward the magazine may compete with avoidance and compromise the validity of avoidance rates as a measure of the aversiveness of timeout. When a limited hold is absent, competition between magazine-directed behavior and avoidance should be reduced, allowing avoidance rates to serve as a measure of the aversiveness of timeout. We hypothesized that in the presence of a limited hold, avoidance would increase as the rate of delivery was leaned, but in the absence of a limited hold, avoidance would decrease. In the conditions conducted thus far, avoidance rates decreased as the delivery rates were leaned in the groups with and without the limited hold
 
6. Schedule-Induced Behavior in P. Campbelli Dwarf Hamsters
Area: EAB; Domain: Basic Research
SEEN SO (University of Alaska Anchorage), Joseph D. Mintz (University of Alaska Anchorage), Gwen Lupfer-Johnson (University of Alaska Anchorage), Eric S. Murphy (University of Alaska Anchorage)
Abstract: The regular, periodic presentation of food elicits instinctive behaviors related to food acquisition in many species. For example, Syrian hamsters (Mesocricetus auratus) presented with food every 32 seconds engaged in high levels of digging, scrabbling (i.e., scraping with forepaws while standing erect, Shettleworth, 1975, p.59), and rearing to contact the panel containing the food dispenser (panel rearing). In the current experiment, 8 adult dwarf hamsters were trained for 30 days on an FT-30 second schedule for 30 minute per day, 5 days per week. Subjects were videotaped on days 1 and 30 of the current experiment. The footage was then scored for the following behaviors (operationalized by Shettleworth) in each second of the 30 minute session: scrabbling, open rear, panel rear, and wall rear. Similar results and action patterns were observed in dwarf hamsters as were reported by Shettleworth in Syrian hamsters. As shown in Figures 1-2, scrabbling and panel rearing both increased toward the end of the 30-second interval with 30 days of training on the FT-30 second schedule.
 
7. Comparing Extinction and Noncontingent Reinforcement: The Discriminative Effects of Reinforcement Delivery
Area: EAB; Domain: Basic Research
JESSICA P. ALVAREZ (Louisiana State University), Jeffrey H. Tiger (University of Wisconsin-Milwaukee), George H. Noell (Louisiana State University), Joanna Lomas (Louisiana State University), Sarah J. Miller (Louisiana State University), Mindy Christine Scheithauer (Louisiana State University)
Abstract: Extinction (EXT) and noncontingent reinforcement (NCR) procedures are commonly used to reduce problem behavior maintained by operant reinforcement. Both procedures are similar in that they reduce behavior by eliminating the contingency between that behavior and reinforcement. However, these procedures may differ in that EXT may leave the discriminative effects of that reinforcer intact whereas NCR may disrupt the discriminative effect of that reinforcer. The discriminative effects of reinforcement following EXT compared to NCR were investigated using procedures adapted from Spradlin, Girardeau, and Hom (1966) with four participants diagnosed with autism spectrum disorders or developmental delays. Results indicate that following EXT, re-emergent responding was not more likely to occur in the presence of reinforcement compared to control trials across participants. Additionally, re-emergent responding was overall unlikely to occur following both EXT and NCR conditions. At this time we recommend practitioners continue to use both procedures as behavior reduction strategies in applied settings.
 
8. Can Conditional Stimuli Acquire Reinforcer Functions When Training Involves Class-Specific Consequences? An Equivalence Analysis
Area: EAB; Domain: Basic Research
MATTHEW ALCALA (University of North Carolina Wilmington), Breyanna Marie Long (University of North Carolina Wilmington), Carol Pilgrim (University of North Carolina Wilmington)
Abstract: Four typically developing children received simple discrimination training, in which one B stimulus and two distracter stimuli were presented on each trial. C stimuli were presented as consequences for correct selections of B stimuli, and other abstract stimuli were presented as consequences for selecting the distracters. This phase established that the C stimuli did not function as conditioned reinforcers, in that none of the children acquired discriminations. Simple discrimination training with class-specific reinforcers for the A and B stimuli was conducted in Phase 2 followed by probes to test for class formation (A,B,R). All four participants acquired the discriminations, and three of the four participants showed class-specific responding on probe testing. In Phase 3 CD conditional discriminations will be trained using the same class-specific reinforcers, followed by probe testing for emergent relations (A,B,C,D,R). In Phase 4 E simple discrimination training will present C stimuli as class-specific consequences for correct selections of the E stimuli (e.g., E1->C1). Acquisition would indicate that the conditional C stimuli (C1,C2,C3) had come to act as conditioned class-specific reinforcers. Successful class expansion to include the E-stimuli would show that the C stimuli functioned not only as conditioned reinforcers, but also as class-specific consequences and nodes for class expansion.
 
9. Identifying Complementary and Substitutable Stimuli
Area: EAB; Domain: Basic Research
Brian D. Greer (University of Kansas), Griffin Rooker (Kennedy Krieger Institute), Pamela L. Neidert (University of Kansas), Danielle L. Gureghian (University of Kansas), CYNTHIA P. LIVINGSTON (University of Kansas)
Abstract: Few applied studies have examined the complementary nature of reinforcers and how such relations may influence behavior. This study evaluates a method for identifying complementary and substitutable stimuli. A multiple stimulus without replacement (MSWO) preference assessment was conducted with typically developing preschoolers to identify preferred edible items. A modified multiple stimulus with replacement (MSW) preference assessment was conducted to identify potential complementary and substitutable stimuli. Finally, a reinforcer assessment was conducted in which three stimuli (stimulus A; stimulus B, a potential complement; and stimulus C, a potential substitute) were concurrently available for completion of increasing work requirements. Responding during sessions in which stimulus A (the stimulus common to both the complementary and substitutable relations) was available noncontingently was compared to responding during sessions in which stimulus A was not freely available. Results were idiosyncratic across subjects and are discussed in terms of (a) advantages and disadvantages of the methodology for efficient identification and demonstration of complementary and substitutable stimuli, and (b) implications of complementary and substitutable stimuli for use in designing interventions for problem behavior.
 
10. Constant Versus Variable Moral Maxims in Rule-Governed Behavior
Area: EAB; Domain: Basic Research
BRENDA YAZMIN CASTELLANOS RAMIREZ (Universidad Veracruzana), Mario Serrano (Universidad Veracruzana)
Abstract: Two groups of children were exposed to the narration of different fables. Moral maxims of fables were different between sessions for one group and were the same for the other group. After each fable, children were exposed to four different tasks: a) identify true or false sentences about the fable; b) fill the blanks of uncompleted sentences about the fable; c) matching-to-sample trials using segments of the fable as sample and comparison stimuli; and d) apply the moral maxim of the fable in hypothetical daily-life situations. Percentage of correct responses decreased across initial tasks for children exposed to the same moral maxim between sessions. For the other group, the percentage of correct responses was relatively high and constant across initial tasks. These children, however, did not applied moral maxims correctly as children from the other group did. These results are discussed in relation to previous experiments on comprehension and rule-governed behavior.
 
11. Symbolic Versus Physical Proprieties of Stimuli on the Acquisition and Transfer of Conditional Discriminations by Humans
Area: EAB; Domain: Basic Research
GELACIO GUZMAN DIAZ (Universidad Veracruzana), Mario Serrano (Universidad Veracruzana)
Abstract: College students were exposed to a second-order matching-to-sample task using numbers as stimuli. For different groups, matching relations were based on arithmetic operations or typography and colors of stimuli. After training sessions, participants were exposed to transfer tests in which the two kinds of matching relations were possible within a trial or between trials, as well as to transfer trials in which shape and color of geometric stimuli were used as matching modalities. Acquisition of the conditional discrimination was faster under the arithmetic tasks than under the other task. However, no significant differences between groups were observed in transfer tests. These results are discussed in relation to previous experiments on generalized matching-to-sample and rule-governed behavior.
 
12. True or False Contextual Stimuli on the Acquisition and Transfer of Conditional Discriminations by Humans
Area: EAB; Domain: Basic Research
ENOC OBED DE LA SANCHA VILLA (Universidad Veracruzana), Gelacio Guzman Diaz (Universidad Veracruzana), Mario Serrano (Universidad Veracruzana)
Abstract: College students were exposed to a matching-to-sample task using shape similarity (SS) and color similarity (CS) as matching relations. After training, participants were exposed to a transfer test using new stimuli as well as a third matching relation: difference (D). Contextual stimuli (C) visually modeled SS or CS matching relations in each training trial. Between subjects, reinforcement (SR) for matching responses (MR) was consistent or inconsistent with the visually modeled matching relations: SSC-SSMR-SR and CSC-CSMR-SR versus SSC-CSMR-SR and CSC-SSMR-SR. Participants exposed to the consistent condition acquired the conditional discrimination faster than participants exposed to the inconsistent condition. Performances in SS and CS transfer test trials were closely similar between participants. In DC transfer test trials, participants exposed to the inconsistent condition did not choice comparison stimuli identical to sample stimuli; however, their matching responses were highly consistent across trials. These results are discussed in relation to previous experiments on generalized matching-to-sample, transformation function and rule-governed behavior.
 
13. Spatial Location as Contextual Stimuli on the Acquisition and Transfer of Conditional Discriminations by Humans
Area: EAB; Domain: Basic Research
MARIO SERRANO (Universidad Veracruzana), Gelacio Guzman Diaz (Universidad Veracruzana), Enoc Obed De la Sancha Villa (Universidad Veracruzana)
Abstract: College students were exposed to a matching-to-sample task and three transfer tests. For different groups, matching relations were signaled by contextual stimuli, the spatial location of sample stimuli, or the spatial location of comparison stimuli. Terminal performances in training were similar between groups. However, performances under transfer tests showed that the spatial location of stimuli exerted a higher contextual control of matching relations than explicit signals. The spatial location of sample stimuli exerted a higher contextual control of matching relations than the spatial location of comparison stimuli. These results are discussed in relation to previous experiments on generalized matching-to-sample and rule-governed behavior.
 
14. Assessment of the Relatedness of Equivalent Stimuli Through Event-Related Potentials
Area: EAB; Domain: Basic Research
RENATO BORTOLOTI (Universidade Federal de Sao Carlos), Teresa Mitchell (University of Massachusetts Medical School), Julio C. De Rose (Universidade Federal de Sao Carlos)
Abstract: The N400 is an event-related brain potential that reflects semantic processing. This component, a negative voltage deflection occurring roughly 400 ms post-stimulus, is elicited by semantic incompatibility between stimuli. This study was designed to investigate whether violation of an established set of equivalence relations would elicit an N400. Relations AB, BC, CD and DE were taught to college students and, then, they were exposed to a semantic priming procedure during which their EEG was recorded. The semantic priming consisted of a series of trials displaying a pair of stimuli from the same equivalence class or from different classes. Participants who established equivalence relations exhibited larger N400 responses to non-equivalent pairs than to equivalent ones. In addition, the amplitude difference in the N400 between equivalent and non-equivalent pairs was larger when the stimulus pairs were directly related and gradually reduced as nodal number increased. Thus, these results indicate that the amplitude of the N400 indexes the degree of relatedness between equivalent stimuli as an inverse function of the number of nodes between them.
 
15. Naming and Equivalence Class Formation
Area: EAB; Domain: Basic Research
ERIK ARNTZEN (Oslo and Akershus University College of Applied Sciences), Guro Dunvoll Granerud (Oslo and Akershus University College of Applied Sciences)
Abstract: In the present study, we asked if training in homogenous or heterogeneous naming would give any difference in outcome on tests for responding in accordance with stimulus equivalence. Two typically developing children, 4-years old, participated in present study. After 600 trials with conditional discrimination training and without reaching mastery criterion, training on naming the stimuli was introduced. One of the participants was trained in homogenous naming and the other was trained in heterogeneous naming of the stimuli in the stimulus set. For next stimulus set the conditions were reversed. The training and testing protocol were arranged as a simultaneous protocol with trials presented on a serialized basis, and we used a many-to-one training structure (AC and BC, then mix of AC and BC trials). We trained potentially three 3-member classes with abstract stimuli like Greek, Arabic, and Cyrillic letters. The names used in the naming training were nonsense syllables; SEM, FAB, MIP, NAP, BAK, PAG, SIB, VUR, and LOR. Both participants established conditional relations after the naming training, independent of type of naming training. Furthermore, the results showed that responding with training after homogenous naming gave the highest yields (See Figure 1).
 
16. Effects of Visual Stimuli as Distracters in Delayed Matching-to-Sample Procedures
Area: EAB; Domain: Basic Research
ALEKSANDER VIE (Oslo and Akershus University College of Applied Sciences), Erik Arntzen (Oslo and Akershus University College of Applied Sciences)
Abstract: Arntzen (2006) introduced math tasks between the offset of the sample stimulus and the onset of the comparison stimuli in test for responding in accord with stimulus equivalence. Arntzen and Vie (under review) systematically replicated this study, the matching accuracy decreased as a function of the math tasks. In the present study, visual stimuli were used as distracters to test if this can affect responding in accord with stimulus equivalence. In the current study, delays of 500 ms and 1000 ms were used with 18 adult participants, 12 participants in Experiment 1 and 6 participants in Experiment 2. Black and white drawings were used as distracters in Experiment 1 and nonfigurative paintings in Experiment 2. All participants in Experiment 1 started with a zero-second delayed matching, followed by two conditions with 500 ms delay or 1000 ms delay. In the last condition, the line drawings were introduced as distracters under testing for equivalence class formation. In Experiment 2 nonfigurative paintings were used as distracters, and only 500 ms delay were employed in the last two conditions. The results, in both experiments, showed that responding in accord with stimulus equivalence were not affected by the visual stimuli as distracters.
 
17. Effects of Sound Stimuli as Distracters in Delayed Matching-to-Sample Procedures
Area: EAB; Domain: Basic Research
ALEKSANDER VIE (Oslo and Akershus University College of Applied Sciences), Erik Arntzen (Oslo and Akershus University College of Applied Sciences)
Abstract: Experiments deploying delayed matching-to-sample procedures have been used to study what is commonly known as "memory". In delayed matching-to-sample procedures the sample presentation is terminated before the comparison stimuli is presented. In recent studies, distracters have been introduced between the offset of the sample stimulus and the onset of the comparisons in test for responding in accord with stimulus equivalence. The results from these studies have showed that probability of responding in accord with stimulus equivalence decrease as a function of distracters. In the previous studies math tasks have been used as distracters, while different sound stimuli have been used as distracters in the present study. The study was arranged as an ABA-design, A with no distracters and B with distracters. In experiment #1, random sounds were presented as distracters. The results from this study show that responding in accord with stimulus equivalence did not decrease as a function of sounds as distracters. In experiment #2, different words were presented as distracters, and the participant had to write them before the presentation of the comparisons. The results suggest that responding in accord with stimulus equivalence decrease as a function of the distracter task used.
 
18. Teaching Spelling as a Route for Reading and Writing
Area: EAB; Domain: Applied Research
THAIZE REIS (Universidade Federal de sao Carlos), Deisy de Souza (Universidade Federal de sao Carlos)
Abstract: Textual and spelling behaviors are functionally independent operants: the acquisition of one does not necessarily imply the acquisition of the other. However, when the main components of these behaviors (antecedents, responses, consequences) become members of equivalence classes, the abilities become interdependent. Several studies taught matching printed to dictated words and matching pictures do dictated words, and produced the emergence not only of equivalence classes, but also the emergence of textual behavior and dictation-taking, although, reading scores were systematically higher than spelling scores. This study aimed to teach spelling skills and verify if it would affect reading. Six students learned to spell thirty Portuguese words through a computer-based constructed response matching-to-sample task. Simultaneously with the sample (a picture, a printed word, or a dictated word), the computer screen presented a pool of 14 letters. The task was to select, in the correct order, the letters to spell a word corresponding to the sample. Spelling and reading improved for all participants, but spelling scores were higher than reading scores. Teaching procedures based on stimulus equivalence could reduce between-subjects and between-tasks variability of emergent behaviors by providing direct experience with the modalities of responses involved in the operants of interest.
 
19. Acquired Discriminative Functions and Equivalence Class Formation
Area: EAB; Domain: Basic Research
MARIE MOKSNESS (Oslo and Akershus University College of Applied Sciences), Erik Arntzen (Oslo and Akershus University College of Applied Sciences), Lanny Fields (Queens College/The City University of New York)
Abstract: The formation of equivalence classes can be influenced by the discriminative functions acquired by one class member prior to class formation (Fields, Arntzen, Nartey, & Eilifsen, in press). The present study explored how different forms of discrimination training and the meaningfulness of stimuli influenced class formation. Five groups were studied: (1) All Abstract, (2) Picture as C-stimuli, (3) Simultaneous and Successive Discrimination training of abstract C-stimuli, (4) Simultaneous discrimination training of abstract C-stimuli, and (5) Successive discrimination training of abstract C-stimuli. Participants in Groups 3, 4, and 5 were initially discrimination training before forming equivalence classes that include the C-stimuli. All groups were given serialized training of baseline relations in a linear series structure, and twelve sets of conditional relations were trained and tested with a simultaneous protocol. When pictures were nodes, participants who showed class formation did so after the fewest training trials. None of the participants in Group 3 formed equivalence classes. The reaction time pattern for Group 3 was different from the groups.
 
20. Stimulus Equivalence and Contextual Control in Normally Developing Children
Area: EAB; Domain: Basic Research
MARCELLE MEDINA-SMESTER (University of North Carolina Wilmington), Katelyn Humbert (University of North Carolina Wilmington), Carol Pilgrim (University of North Carolina Wilmington)
Abstract: Despite its relevance to language, research on contextually controlled equivalence classes is limited. This study explores procedures that can be used with young children to examine this phenomenon. One child in Experiment 1 and three children in Experiment 2, all between four and six years of age, have learned conditional discriminations in each of two contexts using match-to-sample procedures and class-specific reinforcers. Category match-to-sample procedures and sorting tasks were used to test for the emergence of equivalence classes under each context. Training involved the presentation of an auditory sample stimulus and visual comparison stimuli, while equivalence tests involved all visual stimuli. Two puppets served as contextual stimuli; expected class membership would vary as a function of the context presented for each trial. In Experiment 1, trained relations were established with evidence of contextual control; however, the participant failed to demonstrate emergence of contextually controlled equivalence relations until presented with explicit instructions. Thus far, all participants in Experiment 2 have mastered trained relations in each context, and two of the three participants exposed to mixed context training have shown evidence of contextual control. Tests will be conducted next. The data to date indicate that while contextually controlled conditional discrimination training can be readily achieved in children, emergent relations require careful training and testing arrangements.
 
21. Equivalence Class Formation in Senior Citizens
Area: EAB; Domain: Basic Research
HANNA STEINUNN STEINGRIMSDOTTIR (Oslo and Akershus University College of Applied Sciences), Erik Arntzen (Oslo and Akershus University College of Applied Sciences)
Abstract: There are relatively few experiments published within stimulus equivalence research where conditional discrimination procedures are used with older adults. The current data show the results from an experiment where older adults were either exposed to identity matching-to-sample before arbitrary matching-to-sample or arbitrary matching-to-sample before identity matching-to-sample, either with simultaneous presentation of the stimuli or 0s delay. There were 36 participants, 25 finished the conditional discrimination training and test but 11 did not (Tables 1 and 2). The participants were least likely to get through the conditional discrimination training when they were exposed to AR-ID SIM (6/11) but most likely when exposed to ID-AR SIM (1/8). Using 0s delay gave similar results in terms of number of participants finishing the conditions. For those who finished the conditional discrimination training and test, 7 out of 13 passed the stimulus equivalence test by getting 27 out of 30 correct, or more, when using simultaneous matching, whereas 9 out of 11 passed the test when using 0s delay. The purpose of the follow up study will be to study the effect of instruction in order to enhance responding on conditional discrimination trials.
 
 

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