•  
  •  
 

Document Type

Article

Abstract

To examine the transfer of function phenomenon two 3-
member equivalence classes were established using the typical
selection response of key pressing (A 1, 81, C1, & A2, 82, C2).
One 3-member class was then made functionally equivalent by
training a topographically distinct response (clapping) to A 1 and
obtaining clapping at 81 and C1. Five experiments examined the
effects of adding a new function (stamping) to members of this
original functional equivalence class. In Experiment 1 a new
function was added to a three-member functional equivalence
class by training it to a stimulus other than where the original
function trained. The results indicated that for adults and 12-yearold
children the new function transferred to all original class
members. However, for two 6-yr-old children the new function did
not transfer to all class members. Experiments 2, 3, 4, and 5 were
conducted exclusively with children who were approximately 6
years old and addressed issues arising from the findings of
Experiment 1. Specifically, these experiments investigated the
effects of the number of presentations of the stimuli in the transfer
of function testing stage, where the new function was trained in
relation to the original function, when the function was trained in
relation to the actual equivalence training, and how the functions
were trained. The general finding was that the new function rarely
transferred to all members of an established three-member
functional equivalence class for children who were approximately
6 years old, unless the new function was trained to the stimulus
where the original function was trained. These findings may have
relevance to the debate on both the constitution of class
membership and contextual control of equivalence responding.

Share

COinS