Study/rough-work

Equivalence-relation Some-comparisons
‘Sidman-theory’ Procedure: ‘match-to-sample’

 Direct-outcome/reinforcement-by-verbal-community
 Learning/recognition ‘stimulus-stimulus/relations’ (visual-
auditory/matching) (Cowley et al, 1992).
 Train/test/acid-test-ToF(question/experiment/emerging-
behaviour/or-not)
 Familiar/made-unfamiliar (how-subject-views-world/contextual-
control) (Keenan & Dillenburger, 2012).
 ‘Information-processing-model’ (Cowley et al, 1992)
 Adopts ‘mathematical-set-theory’/logic: ‘reflexivity’ ’symmetry’
’transitivity’//realisation-between-all-relations ~ equivalence-class
i.e. (show-pic-dog/subject-says-dog)-(show-pic-cat/point-to-
cat/say-cat//subject-says-cat)- Transfer-function/without-
training(A1-B1-C1) (pic-apple-written-apple/written-apple-
written-アップル/ pic-apple-アップル)
 With/with-out-instructional-training/related-conditional-
discriminations/ presence-absence-reinforcement
 Stimuli-relations/trained-untrained/unreinforced(stim-
stim)emerge (Ted.com’, 2019)
 Symbolic-notation (ABC/stimuli-class) (123/Nth classes) i.e. (B5
same 2nd-stimulus/class-5)-Arbitrary/Novel-stimuli (Red-letter-
A/purple-letter-B/orange-letter-C)/3-member-equivalence-class
 (Phylogenic/reinforcement-probabilities/MO/delayed-
rinforcment)-2/3term-contingent/ i.e. 2-term/(S-R)-/prerequisite-
3-term/predictable/under-control(SD-R-S+)(’basic stimulus-
function’/not-fiction)-4-term/trigger/prompt(MO-SD-R-S+)-
‘second-order-conditional-discrimination’/equivalence-class-union
(Sidman, 1988)
 Tact,mand-etc
 Lacking-evidence-on-non-human-subjects/possible-phylogenic-
reasons-(Sidman, 1994).
 Possible-generalisation-issues/settings-transfer-(Cowley et al,
1992, p.473).

(Sidman & Tailby, 1982)

‘Naming-theory’ Procedure: ‘speaker-listener’

 ‘Bidirectional/higher-order//spoken-word/stimulus’
(sameness/similarity)
 Prior-learning-expected//listener-speaker/reinforced
(question/answer)
 ‘Child-development-model’
  Subject-listener-speaker/within-skin-(words/meaning)
 ‘Non-arbitrary’(dog-written/dog-spoken/dog-picture/dog-
responding).
 Adopts ‘verbal-operants’/manding-tacting-intraverbal (Skinner,
1957) (MO/mand/I-want//tact-hat).
 Learner-toddler/discriminate-parents-speech-(prodeclerative-
pointing/imitation/echoic/labelling/-etc)/(expoliated)
 ‘Topography-based
 Functional-transfer/’intraverbal’

(Keintz et al, 2011) (Stromner & Mackay, 1996)

‘Relational-frame- Procedure: ‘relational-responding’

theory’

 Offers-account-of-learning/higher-complex-cognition
 Claims to explain-how ‘stimulus-equivalence’ originates.
 Language/interaction-different-patterns-frames-(sameness-
difference-comparison-opposition-perspective-temporal) (dog-
dog) (Dog/pig)
 ‘Socially-conventional’//’socially-loaded/bias-(McGlinchy &
Keenan, 1997).
 Explains/unexplained-phenomena-(Sidman, 1997).

(Dymond et al, 2010)