Exclusão com estímulos visuais e múltiplas relações de condicionalidade na linha de base.
Abstract
This study investigated responding by exclusion , which has been demonstrated as a robust
behavioral process, consisting in the selection of an undefined comparison stimulus, when the sample
is also an undefined stimulus (that is, both stimuli are new in the experimental setting), without any
previous history that could establish the comparison as a discriminative stimulus for the selection
response. Exclusion has been extensively replicated with an experimental preparation of conditional
auditory-visual discriminations in which the participant learns to relate a single sample to a single
comparison. Recent research has also demonstrated the occurrence of exclusion when participants
learn to relate a single name to different pictures and many names to single picture. The purpose of
this study was to investigate whether exclusion would occur with visual stimuli used both as sample
and comparison stimuli, without a spoken word as a nodal stimulus. Three experiments were
conducted using the same experimental arrangements used in previous studies, to establish the visualvisual
conditional discriminations baseline for the exclusion probes: each sample related to many
comparisons (Experiment I), many samples related to each comparison (Experiment II) and a
combination of both arrangements (Experiment III). In each experiment, children aged 4 to 5 years
were exposed to the following experimental sequence: 1) establishment of a baseline of conditional
discriminations with visual stimuli; 2) exclusion probes; 3) teaching new baseline relations; 4)
additional exclusion probes; 5) probes of equivalence class formation. All children learned the
conditional discriminations and showed positive results on exclusion probes and equivalence probes.
The regularity observed in the data supports the conclusion that responding by exclusion occurs under
a baseline of conditional discriminations including only visual stimuli, both with one-to-one pairings
and many-to-one (or one-to-many) pairings. These data confirm and extend previous findings and
have important implications for the comprehension of relational learning, the emergence of new
behavior and the symbolic function and its role in language acquisition.
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