Reference no: EM133845935

Assignment:

This week our discussion prompt focuses on investigating stimulus control through the concept of derived stimulus relations and how understanding the relation between equivalent stimuli contributes to learning and cognition. Derived stimulus relations are "stimulus relations that are not taught directly but emerge as an indirect function of related instruction or experience" (Cooper et al., 2020). This means that once one type of stimulus-stimulus relation is learned, other types emerge or are derived without direct teaching, and then naturally form equivalence classes within the learner's repertoire.

The three types of derived stimulus relations which a learner recognizes to demonstrate comprehension of stimulus equivalence are reflexivity, symmetry and transitivity:

Reflexivity-

This stimulus-stimulus relation is demonstrated when a learner "selects a comparison stimulus that is the same as the sample stimulus (A=A)" (Cooper et al., 2020). In the ABA clinic where I work, our BCBA typically first probes a learner's skills in identical matching/reflexivity at their initial assessment. During these trials, the learner is presented with a sample stimulus and 3 options for comparison stimuli, and they are then prompted to "match" the stimuli. So, if the sample stimulus is a picture of a cat, they should place it on top of the comparison stimuli that is an exact identical match of the cat picture. In doing so, they are demonstrating an understanding that these two stimuli are the same because they are identical physically. Once this concept is established with one set of identical stimuli, the learner should be able to repeat the demonstration of this concept with other identical stimuli without explicit teaching.

Symmetry-

Defined in our text as "a stimulus-stimulus relationship in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli" (Cooper et al., 2020). So, once a learner is taught that A=B, they will also understand that B=A without explicit teaching of that concept. For example, if I were the behavior analyst looking to assess a learner's ability to demonstrate symmetry at the clinic where I work, I would utilize both pictures of items and their respective word labels to test the learner. First, I would teach the learner to match each picture to the correct word. Once they demonstrate their ability to do so consistently, then I would instead prompt them to match the word to each picture. They should be able to do so naturally and without explicit teaching because of this type of derived stimulus relations.

Transitivity-

Once a learner is consistently able to recognize reflexivity and symmetry in stimulus-stimulus relations, a new stimulus relation will emerge as a product of these, called transitivity (Cooper et al., 2020). Transitivity is the idea that if the learner knows A=B and B=C, then they know A=C as well, because the learner can recognize when three different forms of a stimulus all represent the same thing. An example in my workplace would be when a learner is taught that hearing the word "toys" (A) represents the actual physical toys in the playroom (B) and that the visual aid photo of various toys on their schedule (C) is also representing the toys in the playroom (B), then they will naturally know that hearing the word "toys" (B) and the photo of the toys (C) are also equivalent.

Responses using following ideas as a guide:

Review each derived stimulus relation provided and note whether the relations are discussed accurately. Provide feedback or alternate suggestions for consideration.

Ask at least one thoughtful follow up question.