The present study evaluated the utility of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) through a single-case evaluation. Validity, reliability, and effectiveness were the variables explored to assess the degree to which the assessment was able to identify appropriate skills for targeted intervention, and the degree to which the programs were efficacious in teaching the targeted skills. Baseline results suggested that the programs identified through the PEAK-E assessment were not within the participants’ repertoires prior to the intervention. Following the implementation of 9 programs across three participants with autism, mastery was achieved for all of the directly trained relations, and all targeted derived relations emerged for 8 of the 9 programs

The present study evaluated the validity and efficacy of the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) using a single-case, multiple baseline across skills design with 3 adolescents with autism. Total scores from the PEAK-E assessment (PEAK-E-A) and programs were used to evaluate the degree to which the assessment was able to identify language skills to teach using the PEAK-E curriculum, and how effective the PEAK-E curriculum was at teaching those target skills. Baseline results suggested that the programs selected using the PEAK-E-A were not currently in the participant’s language repertoire. Upon completion of 9 total programs across three participants (3 programs per participant), mastery was achieved and all derived relations emerged for all 9 programs. The PEAK-E pre-assessment, assessment, and training programs were proven to be valid and efficacious at improving participant’s language skill repertoire. Keywords: autism, applied behavior analysis, verbal behavior, derived relational responding, stimulus equivalence, PEAK

Relational Density Theory describes quantifiable higher-order properties governing relational framing of verbal organisms. Consistent with Newtonian classical mechanics, the theory posits that relational networks, and relating itself, will demonstrate the higher-order emergent properties of density, volume, and mass. Thus, networks that contain more relations (volume) that are stronger (density) will be more resistant to change (i.e., contain greater mass; mass = volume * density). Consistent with Newton’s law of gravity, networks that contain greater mass will also demonstrate force, accelerating the acquisition of new relations beyond that accounted for by direct acting contingencies, therefore demonstrating emergent self-organization that is highly susceptible to small changes at initial conditions. The current set of experiments provides initial proof of concept data for foundational principles introduced in the theory. Experiment 1 (N = 6) models the volumetric mass density formula, predicting that networks with greater volume and density will be more resistant to change (i.e., contain greater mass) when counterconditioning is applied to a subset of derived relations contained within experimentally established networks. Results were consistent with theoretical predictions based on density on 10 of 12 occasions, and resistance appeared greater for relations operating at greater volume. Experiment 2 (N = 6) extended directly from Experiment 1, generating a density differential through exposure at initial training conditions, and utilizing response time as a measure of relational density. Results again demonstrated successful prediction of resistance corresponding with the emergent density differential on 10 of 12 occasions, along with overall greater resistance corresponding with and volumetric increases. Experiment 3 (N = 9) demonstrated that relational volume can detract from relational density when accurate responding is near 100%, and that network density is predictive of class mergers when no merged responding is ever reinforced, suggesting that network mass can exert force on relational responding in the absence of any experimental conditioning (i.e., gravity). Taken together, results have radical implications for understanding the self-emergent nature of complex human behavior, with applications in therapy and treatment, as well as in understanding the human condition more broadly.

Made available in DSpace on 2016-06-02T20:30:54Z (GMT). No. of bitstreams: 1 4682.pdf: 1553901 bytes, checksum: 924716b652063e3e75862aadd43a7ce9 (MD5) Previous issue date: 2012-03-30 / Universidade Federal de Minas Gerais / In some conditions, verbal relations of tact which involves nonverbal stimuli, such as pictures, exhibit characteristics and maintenance of learning different from textual relations, which are controlled by verbal products of verbal responses, such as printed words. These differences trigger practical interest in the teaching of reading when the stimuli that control such verbal operands belong to a single class, and are equivalent. It is assumed that in this proposal as the previous individual experience with each of relation, cannot be contacted directly but can be measured by their respective reinforcing value. The proposal presents a procedure to test this assumption, based on the establishment of stimulus classes involving equivalent relation with figure, printed and spoken words, tests of emergent relations of tact and textual and a procedure of choice in concurrent schedules chained. The aim of this study was to investigate whether the differences between the performances on tasks of tact response (oral response forward figure) and on tasks of textual behavior (oral response forward printed word) correlate with the preference of participants for such a task. In Experiment 1, six university students participated. In Experiment 2A and 2B finished the study four typically developing children without knowing reading repertoires. The general procedure began with the completion of two pre-tests, one requesting an oral responses to the stimuli and the second consisted of an evaluation preference for pictures versus printed words. After completion of the pre-tests, there was a matching procedure-tosample (MTS) for the establishment of equivalence relations. Stimuli were used: three spoken words (A), three figures (B) and three printed words (C). The set (A ') consisted of responses spoken by the participants, corresponding to the words dictated. During the MTS, were taught AB and AC relations, and were tested the emergence of relations BC, CB, BA '(tact) and CA' (textual). In Experiments 1 and 2A were used abstract figures and printed and spoken pseudo-words. In Experiment 2B were used familiar pictures of cow, duck and bell and their corresponding printed and spoken names. After established of equivalence classes, was carried out a procedure of choice in a concurrent schedule of reinforcement with chaining to evaluate preference for tasks. In this evaluation were presented two identical red buttons (Experiments 1 and 2A), or two buttons with icons of pictures and printed words (Experiment 2B) followed by the statement "which one you want?". Once the participant touched a button, a task of tact or a textual was presented. Touches on the right button were followed by the presentation of textual tasks (CA ') and touches on the left button were followed by tact tasks (BA'). If the participant showed preference for task, the position of the buttons was reversed. The results showed no correlation between the performance of tact and textual and preference for tasks. Moreover, the preference for tasks found, by some participants, showed that the establishment of equivalence relations may does not equal the reinforcing value of the tasks of these relations. / Em algumas condições, relações verbais de tato, que envolvem estímulos não verbais tais como objetos apresentam características de aprendizagem e manutenção diferente das relações textuais, que são controladas por estímulos verbais produtos de respostas verbais, tais como palavras impressas. Essas diferenças despertam interesse prático em relação ao ensino da leitura na medida em que os estímulos que controlam tais operantes verbais pertencem a uma única classe, ou seja, são equivalentes. Supõe-se na presente proposta que a experiência individual anterior com cada uma das relações, impossível de ser acessada diretamente, pode ser medida através de seu respectivo valor reforçador. A proposta apresenta um procedimento para testar tal suposição, baseado no estabelecimento de classes de estímulos equivalentes envolvendo figura, palavras faladas e impressas, testes de relações emergentes de tato e textual e um procedimento de escolha em esquemas concorrentes encadeados. O objetivo do presente estudo foi investigar se as diferenças entre os desempenhos em tarefas de tato e em tarefas de comportamento textual se correlacionam com a preferência dos participantes por uma dessas tarefas. No Experimento 1 participaram 6 alunos universitários e no Experimento 2A e 2B participaram quatro crianças com desenvolvimento típico, sem repertórios de leitura conhecidos. O procedimento geral iniciou com a realização de dois pré-testes, um que solicitava respostas orais para os estímulos e o segundo que se constituiu de uma avaliação de preferência por figuras versus palavras impressas. Em seguida, foi realizado um procedimento de matching-to-sample (MTS) para o estabelecimento das relações de equivalência. Os estímulos usados foram: três palavras ditadas (A), três figuras (B) e três palavras impressas (C). O conjunto (A`) constituiu-se de respostas faladas pelos participantes, correspondentes as palavras ditadas. Durante o MTS foram ensinadas as relações AB e AC e se testou a emergência das relações BC, CB, BA (tato) e CA (textual). Nos Experimentos 1 e 2A foram utilizadas figuras abstratas e pseudo-palavras impressas e faladas. No Experimento 2B foram utilizadas figuras familiares de vaca, pato e sino e seus nomes impressos e falados correspondentes. Depois de estabelecidas as classes de equivalência foi introduzido um procedimento de escolha com esquemas de reforçamento concorrentes encadeados para avaliação de preferência por tarefas. Nessa avaliação eram apresentados dois botões idênticos vermelhos (Experimentos 1 e 2A), ou dois botões com ícones de figuras e palavras impressas (Experimento 2B) seguido da instrução qual você quer? . Assim que o participante tocasse um dos botões, uma tarefa de tato (BA`) ou textual (CA`) era apresentada. Toques no botão da direita eram seguidos da apresentação de tarefas de textual (CA ) e toques no botão da esquerda eram seguidos de tarefas de tato (BA ). Caso o participante demonstrasse preferência por tarefa, a posição dos botões era invertida. Os resultados encontrados não demonstraram correlação entre o desempenho de tato e textual e a preferência por tarefas. Além disso, a preferência por tarefas encontrada, por parte de alguns participantes, mostrou que o estabelecimento de relações de equivalência pode não igualar o valor reforçador das tarefas dessas relações.

O presente trabalho teve como objetivo verificar a aquisição de função simbólica de expressões emocionais por nomes de alimentos verdadeiros e fictícios em adolescentes, por meio do paradigma de equivalência de estímulos. No Estudo I foram ensinadas relações entre as faces humanas expressando alegria e neutralidade com nomes de alimentos verdadeiros pelo procedimento de matching-to-sample simultâneo, diferindo a quantidade de treino em três grupos experimentais (segundo e terceiro grupo com supertreino). Os retratos faciais (conjunto A) foram relacionados a conjuntos de estímulos abstratos (conjuntos B e C); estímulos do conjunto B foram relacionados a nomes de alimentos (D). Portanto, as relações AB, AC e BD foram treinadas. Ao final foi conduzido o teste de equivalência CD/DC. Para avaliação inicial e final dos alimentos, foi utilizado um questionário com cinqüenta nomes de alimentos anexados a uma escala de avaliação de cinco pontos composta de expressões faciais e um teste de preferência alimentar com dez alimentos selecionados do questionário. Cinqüenta e cinco participantes da quinta série do ensino fundamental de escolas públicas e particulares concluíram o Estudo I. Trinta e cinco participantes mostraram desempenhos consistentes na fase de estabelecimento de equivalência de estímulos (nove do Grupo 1, onze do Grupo 2 e quinze do Grupo 3). Entre esses participantes, o alimento treinado com a face alegre foi avaliado em ambos os instrumentos como mais agradável por sessenta e seis porcento dos participantes do primeiro grupo e quarenta e cinco porcento do terceiro grupo. No segundo grupo, quarenta e cinco porcento avaliaram mais positivamente este alimento no pós teste de preferência alimentar. Em relação à face neutra feminina, os participantes dos Grupos 2 e 3 apresentaram avaliações finais mais positivas nos instrumentos finais . Porém, em relação ao alimento equivalente à face neutra masculina, destaca-se uma redução na avaliação do pós-teste de preferência nos Grupos Experimentais 2 e 3. O Estudo II teve como objetivo verificar se a transferência de função ocorreria se fossem utilizados nomes fictícios de alimentos relacionados com expressões esquemáticas de alegria, neutralidade e tristeza pelo procedimento de matching-to-sample com atraso. Os estímulos que diferiram do Estudo I foram os dos conjuntos A e D, compostos por faces esquemáticas e nomes fictícios de alimentos (capira, fulito e piteba), respectivamente. Um questionário com uma escala de cinco pontos de expressões esquemáticas foi usada como pré e pós teste. Trinta e seis participantes concluíram o Estudo II, dos quais vinte e cinco apresentaram desempenhos consistentes no teste de equivalência. A interação entre os questionários versus alimento teve um efeito significativo (p<0,001) no grupo de participantes que atingiram o critério de equivalência. Os participantes aumentaram as avaliações finais de capira (treinado com a face alegre), mantiveram avaliações finais muito próximas às iniciais no alimento fulito (treinado com a face neutra) e, diminuíram consideravelmente o pós teste do alimento piteba (treinado com a face triste). / The aim of the present study was to verify the acquisition of symbolic properties of facial expressions of emotion for real and fictitious food names in adolescents, using a stimulus equivalence paradigm. In Experiment 1, conditional relations between facial expressions (one of happiness and two expressing emotion neutrality) and real food names were trained by simultaneous matching-to-sample procedure. Three experimental groups differed only on the amount of training (Group 2 and 3 with overtraining). Pictures of facial expressions (Set-A) were related to abstract line drawing stimulus (Set-B and Set-C); C stimuli were related to food names (D). So, the AB, AC and BD relations were trained. Finally, they received the equivalence tests CD/DC. The participants were asked to rate the foods names for pleasantness in the beginning and in the end of the experiment by a questionnaire with fifty food names. These were linked to a five point scale of facial expressions and a preference test that had ten food names selected from the questionnaire. Fifty five participants that were in the fifth grade of public and private schools concluded Experiment I. Thirty five participants demonstrated equivalence (nine in Group 1, eleven in Group 2 and 15 in Group 3). The food trained with the happy face was valued in both final instruments of evaluation of the food preference as more pleasant by sixty six percent of the Group 1 participants and forty five percent of the Group 3. In Group 2, forty five percent valued as more pleasant this food only in the final evaluation of the preference test. The food related to the feminine neutral face showed more positive evaluations in Groups 2 and 3. On the other hand, the food equivalent to the masculine neutral face had a reduction in the food preference test in Groups 2 and 3. Experiment II aimed to verify if the transfer of function would happen if fictitious names of foods related to facial expressions of happiness, neutrality and sadness were used via delayed matching-to-sample procedure. Stimuli of Set-A and Set-D were different from Experiment I and had schematic expressions and fictitious food names (capira, fulito and piteba), respectively. A five point scale questionnaire of schematic expressions was used to value the fictitious names of foods in the beginning and in the end of the experiment. Thirty six participants finished Experiment II and twenty five showed stimulus equivalence. There was a significant interaction between the final evaluations and fictitious food names (p<0,001) in the equivalence group. The participants increased the final evaluations of the food trained with the happy face (capira), maintained almost the same evaluations of the food related with the neutral face (fulito) and considerably reduced the judgments of piteba, which was trained with the sad face.

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-26T13:20:08Z No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:05:21Z (GMT) No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:05:28Z (GMT) No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) / Made available in DSpace on 2016-09-27T20:05:35Z (GMT). No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) Previous issue date: 2016-04-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / The purposes of this research are evaluate the effectiveness of MTS computerized teaching tasks, and develop, apply and evaluate a Stimulus Equivalence Paradigm based curriculum to teach number concept. Studies that used MTS procedure to teach arbitrary conditional discriminations and equivalence relations obtained positive results on subjects with disability. We propose a systematic replication of Rossit (2003), that used MTS tasks to taught monetary system to youths with intellectual disability on a Stimulus Equivalence Paradigm based organized curriculum. In order to teach number concept, the experimental stimuli (numerals from one until nine, and figures of non-representational forms) were divided in three stimuli groups of increasing values in a multiple baseline design among stimuli groups. Were the participants in the research three ASD students with eight to 12 years old. The results shows efficacy on teach number concept for ASD children with strategy derived of Stimulus Equivalence, replicating the results obtained by Rossit (2003) and corroborating with previous notes on the contribution of resource derived from the Applied Behavior Analysis for the successful in inclusion of students with ASD. / Os objetivos desta pesquisa foram avaliar a eficácia do ensino informatizado em tarefas de escolha de acordo com o modelo, e desenvolver, aplicar e avaliar um currículo para ensino de conceito de número para crianças com TEA. Estudos que utilizaram o procedimento de MTS para ensinar discriminações condicionais arbitrárias e formar classes de estímulos equivalentes obtiveram bons resultados em participantes com deficiências. Assim sendo, esta pesquisa teve como proposta uma replicação sistemática de Rossit (2003) que ensinou sistema monetário para jovens com deficiência intelectual utilizando tarefas de MTS e organizou um currículo de ensino com base no paradigma de Equivalência de Estímulos. Para o ensino de conceito de número, utilizaram-se estímulos experimentais (numerais de um a nove e figuras com formas não representacionais) divididos em três grupos de estímulos, por valores crescentes, em um delineamento de linha de base múltipla entre grupos de estímulos. Participaram da pesquisa três alunos com TEA de oito a 12 anos de idade. Os resultados obtidos demonstraram eficácia no ensino de conceito de número em participantes com TEA por meio de estratégias derivadas do paradigma de Equivalência de Estímulos, replicando os resultados obtidos por Rossit (2003) e corroborando com apontamentos da literatura acerca da contribuição de recursos derivados da Analise Aplicada do Comportamento para o sucesso na inclusão de alunos com TEA. / FAPESP: 2014/13091-7

No procedimento de discriminação condicional de origem skinneriana, geralmente, usa-se o procedimento de matching-to-sample (MTS). Esse procedimento também é utilizado para se estudar a equivalência de estímulos. Sidman e Tailby (1982) estabeleceram três testes para verificar se estímulos usados em tarefas de discriminação condicional podem ser considerados equivalentes entre si: reflexividade, simetria e transitividade. No procedimento de discriminação condicional de origem pavloviana, os estímulos podem ser apresentados de duas formas: simultânea e seriada. Na apresentação simultânea, os estímulos são apresentados juntos ou sucessivamente, sem intervalo entre suas apresentações (XA). Na apresentação seriada há um intervalo entre as apresentações dos estímulos (XA). Dependendo da forma de apresentação dos estímulos, diferentes associações entre os estímulos e o estímulo incondicionado (US) são formadas. Quando a apresentação é simultânea, forma-se uma associação entre o estímulo X e o US. Quando a apresentação é seriada, forma-se uma associação entre o estímulo A e o US e o estímulo X estabelece a ocasião para a ocorrência da relação entre A e US ocorre (Ross & Holland, 1981). Na discriminação condicional de origem pavloviana, a liberação do US não depende do comportamento do rato. Entretanto, o procedimento também pode ser usado com comportamento operante. No presente trabalho, buscou-se estudar o efeito da apresentação seriada dos estímulos sobre o desempenho de ratos durante os testes de equivalência de estímulos em um procedimento de discriminação condicional. Foram utilizados 32 ratos machos Wistar. O experimento envolveu diversas fases: (a) treino ao bebedouro, (b) modelagem do comportamento de pressão à barra, (c) CRF, (d) discriminação simples, (e) discriminação condicional, (f) testes de transferência e os de equivalência de estímulos (reflexividade, simetria e transitividade). Os ratos foram divididos em 2 grupos: o Simultâneo e o Seriado. No grupo Simultâneo, os estímulos foram apresentados sucessivamente, não havendo intervalo de tempo entre suas apresentações, enquanto que no grupo Seriado, houve um intervalo de 5 segundos entre as apresentações dos estímulos. Cada um desses grupos foram subdivididos em 2 grupos: grupo Tom e grupo Luz. No primeiro grupo, o estímulo característica usado foi um Tom, enquanto que no segundo grupo o estímulo foi uma Luz. Os resultados mostraram que os ratos aprenderam a tarefa de discriminação condicional. No teste de transferência observou-se que houve transferência em praticamente todos os 4 grupos. Durante o teste de equivalência, foi observadas a emergência de algumas relações. Na discussão, os dados foram discutidos a partir das literaturas de discriminação condicional de origem skinneriana e de origem pavloviana. / In a Skinnerian conditional discrimination procedure generally the procedure of matching-to-sample (MTS) is used. This procedure is also used to study the stimulus equivalence. Sidman and Tailby (1982) established three tests to verify whether stimuli used in conditional discrimination tasks can be considered equivalent to each other: reflexivity, symmetry and transitivity. In a Pavlovian conditional discrimination procedure, the compounds of stimuli may be in two forms: simultaneous and serial. In the simultaneous compounds, the stimuli are presented together or successively, without an interval between their presentations (XA). In the serial compounds there is an interval between stimuli presentations (X A). Depending on the form of presentation of the compounds of stimuli, different associations between stimuli and the unconditioned stimulus (US) are formed. In a simultaneous compound of stimuli an association between stimulus X and the US is formed. In a serial compound of stimuli an association between the stimulus A and the US is formed and the stimulus X sets the occasion for the occurrence of the association between stimulus A and the US (Ross & Holland, 1981). In Pavlovian conditional discrimination, the US presentation does not depend on the behavior of the rat. However, the procedure can also be used with operant behavior. In this study, we sought to study the effect of serial presentation of stimuli on the performance of rats during tests of equivalence of stimuli in a conditional discrimination procedure. We used 32 male Wistar rats. The rats were divided into two groups: Simultaneous Compounds and Serial Compounds. In the Simultaneous Compounds Group, stimuli were presented successively with no interval between their presentations. In the Serial Compounds Group, there was an interval of 5 seconds between the presentations of stimuli. Each of these groups was subdivided into two groups: Tone and Light. In the Tone Group, the feature stimulus used was a tone, and in the Light Group the feature stimulus was a light. The results of the experiment showed that the rats learned the task of conditional discrimination. In the transfer test was observed substantial transfer in almost all four groups. During the equivalence test were observed emergence of certain relationships. In the discussion, the data were discussed using the literature from Skinnerian conditional discrimination and from Pavlovian conditional discrimination.

O presente estudo investigou comportamentos simbólicos nos portadores de Síndrome de Apert por meio do paradigma da equivalência de estímulos, uma vez que este pode fornecer subsídios para a compreensão do comportamento humano complexo, tais como o comportamento simbólico e a linguagem. Foram propostos três experimentos cujos participantes, com idades entre 16 e 21 anos, foram submetidos aos Experimentos 1 e 2 (P1, P2 e P3) e submetidos ao Experimento 3 (P4 e P5). No Experimento 1, o objetivo foi verificar a formação de classes de estímulos equivalentes após o treino de relações condicionais, por meio de uma tarefa de matching to sample (MTS) com atraso de 0 s e três estímulos de comparação. Após o participante atingir um percentual de acerto de 94% no bloco, foram conduzidos testes de equivalência (CA), simetria (BA e CB) e transitividade (AC). De maneira geral, houve falha nos testes, com relativa preservação do teste de simetria. No Experimento 2, os participantes foram expostos à tarefa de MTS com atraso de 0 s e três estímulos de comparação, mas estes e o estímulo modelo apresentavam-se inicialmente cobertos, tornando-se visíveis somente após a emissão de respostas de observação (ROs). Foram introduzidas ROs na tarefa de MTS, com o objetivo de identificar que tipos de controle (seleção ou rejeição) poderiam estar em operação na formação de classes de estímulos equivalentes. Nos testes, o participante P3 formou classes de equivalência, contudo, os participantes P1 e P2 continuaram a apresentar falha na formação de equivalência, com preservação do teste de simetria. No Experimento 3, foram apresentadas variações metodológicas com o objetivo de favorecer o estabelecimento de um ou de outro tipo de controle (seleção ou rejeição), durante o treino das relações condicionais e verificar os efeitos destas variações no desempenho obtido nos testes. O participante P4 foi submetido primeiramente à situação na qual a terceira RO produzia o estímulo correto em 80% das tentativas (80%/3ª S+). Posteriormente 9 à realização das tarefas sob esta condição, foi submetido à situação na qual a primeira RO produzia o estímulo correto em 80% das tentativas (80%/1ª S+). O participante P5 foi exposto à ordem inversa: primeiramente à situação 80%/1ª S+ e posteriormente à situação 80%/3ª S+. Nos testes, em ambas as situações, o participante P4 foi capaz de aprender as relações de equivalência propostas pelo experimentador. Diferentemente, o responder do participante P5 não se apresentou sob controle discriminativo das contingências programadas pelo experimentador. De um modo geral, os resultados obtidos pelo presente estudo acrescidos das análises do teste PEABODY, sugerem que as dificuldades para a formação de classes de equivalência em participantes com baixo funcionamento lingüístico podem decorrer, em grande parte, de preparação e adaptação insuficiente de procedimentos para esse tipo de população / The present study investigated the symbolic behaviors of patients with Apert Syndrome through the paradigm of stimulus equivalence, since it may provide a basis for understanding complex human behavior, such as symbolic behavior and language. It had been proposed three experiments which participants, aged between 16 and 21 years, were submitted to Experiments 1 and 2 (P1, P2 and P3) and to Experiment 3 (P4 e P5). In Experiment 1, the objective was to assess the formation of classes of equivalent stimuli after training of conditional relations, through a task of matching to sample (MTS) and delay of 0s and three comparison stimuli. After the participant reaches a 94% criterion for accuracy in the block, tests were conducted for equivalence (CA), symmetry (BA and CB) and transitivity (AC). In general, the participants failed the tests, with relative preservation of the symmetry test. In Experiment 2, the participants were exposed to the task of MTS with delay of 0s and three comparison stimuli, but these and the sample stimulus were initially covered, becoming visible only after the observation responses (OR´s) issuance. ORs were introduced in the MTS task, with the objective to assess what kind of different controls (selection and rejection) could be involved in the formation of classes of equivalent stimuli. In tests, participant P3 showed the formation of classes of equivalent stimuli; however, participants P1 and P2 had failed to form equivalence, preserving the symmetry test. In Experiment 3 were presented methodological variations with the objective of encouraging the establishment of one or another type of control (selection or rejection) during the training of conditional relations and verify the effects of these variations in performance obtained in tests. Participant P4 was, at first, subjected to the situation which the third OR produced the correct stimulus in 80% of attempts (80% / 3rd S +). After the tasks under this condition were performed, P4 underwent a situation which the first OR produced the correct stimulus in 80% of attempts (80% / 1st S +). The participant P5 was exposed to the reverse order: first of all to the situation 80% / 1st S + and subsequently to the situation 80% / 3rd S +. In the tests, in both situations, the participant P4 was able to learn the equivalence 11 relations proposed by the experimenter. In contrast, the response of the participant P5 was not under discriminative control of the contingencies programmed by the experimenter. In general, the results obtained by this study plus the analysis of the PEABODY data suggests that difficulties in the formation of equivalence classes in participants with low language functioning may be due, in large part from inadequate preparation and adjustment procedures for this type of population

Symmetry suppression was conducted for five subjects who demonstrated a tendency to derive equivalence relations based on conditional discrimination training in a match-to-sample procedure. Symmetry suppression was applied in three consecutive sessions in which symmetrical responses were suppressed for one stimulus class in the first condition, two stimulus classes in the second condition, and all three stimulus classes in the final condition. Symmetry suppression slowed the emergence of transitivity for two subjects and prevented it for the other three. Results indicated that unplanned features of stimulus configurations emerged as discriminative variables that controlled selection responses and altered the function of consequent stimuli. Disruption of cognitive development by conflicting contingencies in natural learning environments is discussed.

College students were exposed to training designed to teach nine simple discriminations, such that sets of three arbitrary visual stimuli acquired common functions. For seven of eight participants, three 3-member contingency classes resulted. When the same stimuli were presented in a match-to-sample procedure under test conditions, four participants demonstrated equivalence-consistent responding, matching all stimuli from the same contingency class. Test performance for two participants was systematically controlled by other variables, and for a final participant was unsystematic. Exposure to a yes/no test yielded equivalence-consistent performance for one participant where the match-to-sample test had not. Implications for the treatment of equivalence as a unified, integrated phenomenon are discussed.