Effectiveness of Different Training and Testing Parameters on the Formation and Maintenance of Equivalence Classes: Inve
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ORIGINAL ARTICLE
Effectiveness of Different Training and Testing Parameters on the Formation and Maintenance of Equivalence Classes: Investigating Prejudiced Racial Attitudes Táhcita M. Mizael 1
&
João H. de Almeida 1
&
Bryan Roche 2
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Julio C. de Rose 1
Accepted: 6 September 2020 # Association for Behavior Analysis International 2020
Abstract This study aimed to verify the role of three parameters on the formation of equivalence classes between Black faces and a positive symbol, in children who demonstrated negative bias toward Black faces in a pretest. Maintenance was also verified 6 weeks after equivalence tests. Forty-six children (11 Black; 27 girls) who demonstrated racial bias in a pretest were divided into four groups. All groups first learned AB relations (A1 and A2 were, respectively, a positive and a negative symbol, and B were abstract stimuli) and then BC relations (C1 was a Black face and C2 was an abstract stimulus). The Control Group then advanced immediately to equivalence tests (AC, and CA, without differential consequences). For the Mixed Training Group, a block of trials mixing AB and BC relations, with differential consequences, preceded equivalence tests. For the Feedback Reduction Group, equivalence tests were preceded by a trial block mixing AB and BC relations, but with feedback in 50% of trials. The Symmetry Group received symmetry tests after training of each baseline relation. Thirty-three children showed class formation relating Black faces and the positive symbol, and 27 maintained at least one of the equivalence relations after 6 weeks. Average biases toward Black faces were positive in a posttest, for participants who formed equivalence classes, and remained negative for those that did not form classes. The Control Group showed less pronounced bias reduction and maintenance of relations after 6 weeks, suggesting that these outcomes may be affected by training parameters. Keywords Racial prejudice . Stimulus equivalence . Maintenance of equivalence classes . Training and testing parameters . Racial bias Táhcita Mizael was supported by a doctoral fellowship from the São Paulo Research Foundation (Grant # 2015/10225-5), and João de Almeida was supported by a postdoctoral fellowship from the São Paulo Research Foundation (Grant #2014/01874-7). Julio de Rose was supported by a Research Productivity Grant from the National Research Council (CNPq). This manuscript is based on one of the studies of the doctoral dissertation presented by the first author to the Graduate Program in Psychology at Universidade Federal de São Carlos (Brazil). This research was part of the scientific program of Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), supported by CNPq (Grants 573972/2008-7 and 465686/2014-1) and FAPESP (Grants 2008/57705-8 and 2014/50909-8). We thank Professor Deisy de Souza, leader of INCT-ECCE, for her encouragement and support for this research, and her careful review of a previous version of this article. We are also indebted to t
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