Effect of Equivalent Stimulus Class Formation and Facilitation Procedures on the Emergence of Analogy
DOI:
https://doi.org/10.1590/0102.3772e3621Keywords:
Stimulus equivalence, Analogical reasoning, Facilitation procedure, InstructionsAbstract
The goals were to verify the effects of the formation of equivalent stimulus classes and two facilitation procedures on the emergence of analogy responses and to compare the results obtained in the analogy tests according to the facilitation procedure and the provision of instruction. Participants were 30 undergraduate students. AB and AC relations were taught with abstract pictures, then symmetry, transitivity, and analogy relations were tested. Participants who did not show these relations were exposed to the facilitation procedures. Twelve participants responded by analogy before the facilitation procedure, five of eight (62%) after Facilitation 1 and three of ten (33%) after Facilitation 2. Of the seven participants exposed to the instruction, six responded by analogy. Class formation was not enough for the emergence of analogy responses, and some participants might have responded to the Analogy Test under the control of only some aspects of the stimulus pairs.
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Copyright (c) 2020 Madeleine Reinert Marcelino, Ana Arantes, Nassim Chamel Elias
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