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首页> 美国卫生研究院文献>Journal of the Experimental Analysis of Behavior >Stimulus class formation and concept learning: establishment of within- and between-set generalization and transitive relationships via conditional discrimination procedures.
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Stimulus class formation and concept learning: establishment of within- and between-set generalization and transitive relationships via conditional discrimination procedures.

机译：刺激类的形成和概念学习：通过条件歧视程序建立集合内和集合之间的泛化和传递关系。

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Three students with moderate mental retardation were taught a complex stimulus class with a two-choice conditional discrimination procedure applied across eight 10-member stimulus sets. Each set was composed of five age-appropriate and five age-inappropriate examples of clothing, accessories, and leisure items (e.g., a Walkman radio). Discrimination training was programmed serially across each set, and generalization probes were conducted concurrently among all sets. Generalization probes consisted of unreinforced conditional matching trials with comparison items being drawn from (a) the set undergoing training (within-set probes), (b) sets not undergoing training (between-set probes), and (c) both sample and comparison items from different sets (transitive stimulus control probes). Results indicate that within-set generalization, between-set generalization, and transitive stimulus relations controlled responding by all 3 students for items that had been contingently associated with reinforcement. However, items that gained control of responding through within-set and between-set generalization alone (i.e., not acquired through contingent reinforcement) remained at baseline levels during transitive stimulus control probes. Results are discussed in terms of a taxonomy of multiple sources of stimulus control that underlie socially defined and maintained stimulus classes.
机译：向三名中度智力低下的学生讲授了复杂的刺激课，并在八组10人刺激组中应用了两选条件判别程序。每套装置均由五个与年龄不同的衣服和五个与年龄不适当的衣服，配件和休闲物品（例如Walkman收音机）组成。歧视训练是在每组中依次进行编程的，泛化探查在所有组中同时进行。泛化探针由未加强的条件匹配试验组成，其比较项目来自（a）接受训练的组（组内探针），（b）未经训练的组（组间探针）和（c）样本和比较来自不同组的项目（传递刺激控制探针）。结果表明，集内泛化，集间泛化和传递刺激关系控制了所有3名学生对与强化相关的项目的反应。但是，仅通过组内和组间泛化获得控制响应的项目​​（即，不是通过临时强化获得的）在传递刺激控制探测期间仍保持在基线水平。将根据多种刺激控制来源的分类法来讨论结果，这些来源是社会定义和维持的刺激类别的基础。

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