Association for Behavior Analysis International

The purpose of the paper is to examine the process of learning during the formation of stimulus equivalence and categorization. Categorization is a basic idea; Humans tend to categorize their ideas, perceptions, actions and language (Lakoff, 1987). Responses of similar events and objects are selected and reinforced in different ways. These ways are equivalent to prior learning and this learning can be attributed to similar future events. The responses mastered in different ways are assigned to a response class, which tends to hold many characteristics from prior events and tends to transfer them to future events which ultimately conform to the same class or category (Zentall, Galizio, & Critchfield 2002). Findings of Ackerman (2010) confirmed that learning trials of match to sample across all 5 senses for acquisition of sameness, ultimately led to capacity of sameness with novel stimuli thus demonstrating a process of categorization. Wilkinson and McIlvane (2001) intended to resolve formation of categorization through distinguishing between the symbolic linguistic and rote-learned relations. Hayes, Barnes-Holmes, and Roche (2001) findings also demonstrated a bias for individuals not met before, during the process of the formation of stimulus equivalence and categorization. Trends in behavior analysis have been set to empirically analyze to understand bias in human behavior and language. Will educational methods reduce prejudice once bias have been formed through formation of categorization? Has the constant reinforcement of stereotypes in culture strengthened bias derived relational responding? Is there a correlation between the suppression of prejudice and disturbing thoughts over a span of time?