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Expansion of Sidman's theory: The inclusion of prompt stimuli in equivalence classes
Author(s) -
Palmer Simone K.,
Maguire R. W.,
LionelloDeNolf Karen M.,
BragaKenyon Paula
Publication year - 2021
Publication title -
journal of the experimental analysis of behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 61
eISSN - 1938-3711
pISSN - 0022-5002
DOI - 10.1002/jeab.655
Subject(s) - equivalence class (music) , psychology , equivalence (formal languages) , reinforcement , functional equivalence , stimulus (psychology) , developmental psychology , cognitive psychology , social psychology , mathematics , linguistics , pure mathematics , philosophy
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.