Comparing two procedures to teach conditional discriminations: simple discriminations with and without S-stimuli present
Chata Dickson, Meca Andrade
Date of Award
Master of Applied Behavior Analysis
Department or Academic Unit
Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology
behavioral sciences, autism, behavior analysis
Behavior and Behavior Mechanisms
The present study systematically replicated Gutierrez et al. (2009) in which two methods of teaching a conditional auditory-visual discrimination were examined. Gutierrez evaluated relations taught either with or without an S- stimulus present during teaching. After teaching, a test of conditional discrimination was performed with all the taught relations. The authors found that sessions to mastery of the conditional discrimination were slightly higher for relations taught with S- stimuli. Although Gutierrez et al. used auditory-visual relations and only two stimuli as comparison stimuli, the author of the present study taught visual-visual relations (state names to state pictures) and three comparison stimuli. In this study, participants reached the mastery criterion for simple discriminations in fewer sessions when S- stimuli were not present; however, during the conditional discrimination task, participants emitted more correct responses when presented with the relations that had been taught in the presence of S- stimuli.
Lindsey M. Ryan
Ryan, Lindsey M., "Comparing two procedures to teach conditional discriminations" (2011). Applied Behavioral Analysis Master's Theses. Paper 51. http://hdl.handle.net/2047/d20000997
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