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NODALITY EFFECTS DURING EQUIVALENCE CLASS FORMATION: AN EXTENSION TO SIGHT‐WORD READING AND CONCEPT DEVELOPMENT
Author(s) -
Kennedy Craig H.,
Itkonen Tiina,
Lindquist Kristin
Publication year - 1994
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1994.27-673
Subject(s) - transitive relation , psychology , equivalence relation , sight , stimulus (psychology) , developmental psychology , cognitive psychology , mathematics , combinatorics , physics , astronomy
Three students with moderate disabilities were taught to read and match‐to‐sample sight words comprising stimulus sets based upon the four food groups. We taught students conditional discriminations within four four‐member sets using a single‐sample/four‐comparison procedure. Students were taught A‐B, B‐C, and C‐D conditional discriminations for each of the four potential stimulus classes. Subsequent probes tested for relations based upon symmetry and one‐node and two‐node transitivity. The performances for all students indicated that symmetric relations emerged before one‐node transitive relations, and that one‐node transitive relations emerged before two‐node transitive relations. These results are consistent with a pattern of responding, referred to as a “nodality effect,” in which relations with fewer nodes are demonstrated prior to the demonstration of relations with a greater number of nodes. These results extend this area of research to sight‐word reading for students with moderate disabilities.