Location vs. Introduction of Meaningful Stimuli in Equivalence Class Formation

This present experiment investigates whether the location of meaningful stimuli affects equivalence class formation. Thirty participants have been randomized in four groups. All participants attempt to form three 3-node 5-member equivalence classes under the simultaneous protocol. The four conditions differ in training structure and placement of meaningful stimuli. Three stimuli are meaningful, and nine stimuli are abstract shapes. In all conditions, the meaningful stimuli are “singles”. In two conditions they are trained as sample stimuli, while in the other two conditions they are trained as comparison stimuli. The groups are compared to see whether the location of meaningful stimuli has effect on the equivalence class formation. Preliminary results show small differences between conditions, which might imply that placement of meaningful stimuli is not substantial. This might also contradict the theory of “nodal distance”.