Teaching equivalence relations to individuals with minimal verbal repertoires: are visual and auditory-visual discriminations predictive of stimulus ... An article from: The Psychological Record

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From the author: The relationship between language, performance on the Assessment of Basic Learning Abilities (ABLA) test, and stimulus equivalence was examined. Five participants with minimal verbal repertoires were studied; 3 who passed up to ABLA Level 4, a visual quasi-identity discrimination and 2 who passed ABLA Level 6, an auditory-visual nonidentity discrimination. Only the latter 2 participants demonstrated positive equivalence test outcomes similar to previous studies (Brady & McLean, 2000; Carr, Wilkinson, Blackman, & McIlvane, 2000). The results suggest that well-developed language skills are not necessary to demonstrate positive outcomes on equivalence tests among three 3-member stimulus classes, and that visual and auditory discriminations as measured by the ABLA test may be prerequisite for the learning of equivalence relations.

Citation Details
Title: Teaching equivalence relations to individuals with minimal verbal repertoires: are visual and auditory-visual discriminations predictive of stimulus equivalence?
Author: Tricia Vause
Publication:The Psychological Record (Refereed)
Date: March 22, 2005
Publisher: Psychological Record
Volume: 55 Issue: 2 Page: 197(22)

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