Stimulus Equivalence Using a Respondent Matching-to-Sample Procedure with Verification Trials
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ORIGINAL ARTICLE
Stimulus Equivalence Using a Respondent Matching-to-Sample Procedure with Verification Trials Diana Delgado 1
&
Alejandra Rodríguez 2
Accepted: 25 September 2020 # Association for Behavior Analysis International 2020
Abstract Despite systematic demonstrations of the effectiveness of the respondent-type procedure in producing relational responding, matching-to-sample continues to be the predominant approach for studying equivalence class formation. The length of exposure to stimulus pairings during respondent-type training, and repeated alternation of blocks of training and testing are factors that seem to undermine the practicality and the perceived effectiveness of the procedure. Further, the presentation of stimulus pairs without the simultaneous presence of nonclass members may be said to lack the complexity of the matching-to-sample stimulus arrangement. The present study evaluates the efficiency of a respondent matching-to-sample arrangement after exposing participants to a reduced number of training trials per baseline relation. Probes were added at the end of each block of training trials to verify the strength of S–S relations while keeping the number of acquisition trials to a minimum. At least half of the participants responded correctly to all probe trials per baseline relation after only one exposure, and all participants performed accurately in tests of derived relations. Procedural components of S–S training such as intermixing probes during training and arranging an environment-elicited orientation response towards the relevant stimuli, are discussed as key elements of efficient respondent equivalence training procedures. Keywords Respondent-type . Equivalence . S–S relations . Derived relations . Stimulus classes
Equivalence research has demonstrated that responding to stimuli as members of a class can be achieved without directly training all possible relations between the class members. Practical applications of these findings have been widely documented by research studies in equivalence-based instruction (see Pilgrim, 2020, for a review). Although predominantly studied using a matching-to-sample (MTS) arrangement, other procedures to study the formation of derived relations have also been explored. In particular, outcomes observed using the respondent-type procedure have suggested that exposure to stimulus–stimulus (S–S) relations may be sufficient to produce relational responding (e.g., Amd, de Almeida, de Rose, Silveira & Pompermaier, 2017; Amd, de Oliveira, Passarelli, Balog, & de Rose, 2018; Avellaneda et al., 2016; Leader,
* Diana Delgado [email protected] 1
University of Memphis, Ball Hall # 401E, 3798 Walker Avenue, Memphis, TN 38111, USA
2
Fundación Universitaria Konrad Lorenz, Bogotá, Colombia
Barnes, & Smeets, 1996; Leader & Barnes-Holmes, 2001a, 2001b; Leader, Barnes-Holmes, & Smeets, 2000; Smeets, Leader, & Barnes, 1997; Ribeiro et al., 2020). In a respondent-type procedure the participant’s task is merely to observe pairs of stimuli from the same stimu
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