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首页> 外文期刊>Journal of the experimental analysis of behavior >Expansion of Sidman's theory: The inclusion of prompt stimuli in equivalence classes
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Expansion of Sidman's theory: The inclusion of prompt stimuli in equivalence classes

机译：扩大西德曼理论：在等价课程中包含迅速刺激

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Stimulus equivalence is defined as the ability to relate stimuli in novel ways after training in which not all of the stimuli had been directly linked to one another. Sidman (2000) suggested all elements of conditional discrimination training contingencies that result in equivalence potentially become class members. Research has demonstrated the inclusion of samples, comparisons, responses, and reinforcers in equivalence classes. Given the evidence that all elements of a conditional discrimination become part of the class, the purpose of this study was to determine if class-specific prompts would also enter into their relevant equivalence classes. Experiment 1 investigated the inclusion of prompts in an equivalence class using abstract stimuli with neurotypical students enrolled in higher education courses. Experiment 2 systematically replicated Experiment 1 using meaningful stimuli and individuals diagnosed with autism spectrum disorder. The results of both experiments demonstrated that class-specific prompts became part of equivalence classes with the other positive elements of the contingency. The results are discussed in terms of class expansion and the potential impact on equivalence-based instruction.
机译：刺激等价性是指在训练后，并非所有刺激都与其他刺激直接相关的情况下，以新颖的方式将刺激联系起来的能力。Sidman（2000）提出了条件歧视训练的所有要素，这些要素可能导致等价性成为班级成员。研究表明，在等价类中包含了样本、比较、响应和加强项。鉴于有证据表明，条件歧视的所有要素都成为了课堂的一部分，本研究的目的是确定特定于课堂的提示是否也会进入相关的等效课堂。实验1研究了在一个同等的课堂上，使用抽象刺激对参加高等教育课程的神经典型学生进行提示。实验2使用有意义的刺激和被诊断为自闭症谱系障碍的个体系统地复制了实验1。这两个实验的结果都表明，特定于类的提示与偶然性的其他积极因素成为等价类的一部分。从类扩展和对基于等价性的教学的潜在影响的角度讨论了结果。

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