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The presentation will give the attendees an overview and definitions of terms within the research area of emergent relations—terms like conditional discrimination, matching-to-sample, training structures, delayed and immediate emergence, reflexivity, and symmetry, transitivity.

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Previous research has demonstrated that sorting tests can effectively document the formation of equivalence classes. This study examined how test order and stimulus arrangement influence sorting according to experimenter defines classes. Unlike traditional tests, a stacking format was used in which stimulus pairs were presented in a predefined sequence. Fourteen participants were divided into two groups and completed conditional discrimination training using a Matching-to-Sample (MTS) format. Group 1 completed the MTS test before the sorting task, while Group 2 completed the sorting task first. Group 2 showed lower sorting accuracy and longer reaction times, particularly for pairs with greater nodal distance, suggesting that both test order and relational complexity may influence class formation. The study introduces a novel sorting format that increases experimental control.

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In behavior analysis, an equivalence relation is defined as an untrained relation that emerges as a consequence of training at least two conditional discriminations (Sidman, 1990). Although simultaneous matching-to-sample is the predominant method for training and testing equivalence, several studies have presented an interstimulus delay between sample offset and comparison onset. This delayed matching-to-sample procedure has often been reported to facilitate the emergence of equivalence; however, prior work has focused mainly on delay duration, leaving the placement of the delay unexamined. The present study evaluated the effects of presenting a 3-s sample–comparison delay during training, during testing, or both on equivalence relations. Participants were assigned to four groups: Simultaneous-Simultaneous (no delay), Simultaneous-Delayed (delay only at test), Delayed-Simultaneous (delay only during training), and Delayed-Delayed (delay at both phases). Results showed that the Simultaneous-Delayed Group consistently obtained the lowest accuracy, whereas the Delayed-Simultaneous Group performed slightly better than the others. These findings suggest that it is not the delay itself that improves equivalence performance, but rather it depends on certain variations; among them, the condition where it is presented.

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Intraverbal bidirectional naming (I-BiN) is a type of verbal mediation that may influence responding in accordance with stimulus equivalence. The present study investigated whether tact and intraverbal training affected the emergence of I-BiN and equivalence classes in two conditions: Opportunities for verbal mediation versus limited opportunities (Limited Hold; LH). We also evaluated correspondence between matching-to-sample (MTS) and sorting tests, the effect of sequences of training conditions, and the occurrence of vocal mediation during MTS posttests. Sixteen adult participants were assigned to two groups: Group 1 had 10 s to respond, while Group 2 had individually adjusted low LH to respond. Results showed that five participants in Group 1, but none in Group 2, formed equivalence classes. Sorting tests confirmed MTS results. Restricted LH reduced verbal mediation and correct responses. I-BiN appears sufficient, but not necessary, for equivalence formation, as some participants reported not using established tacts or intraverbals during testing.

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Reaction time is sometimes used as a supplementary measure in equivalence research to assess the degree of stimulus control. The typical findings are increased reaction time from last training trials to first test trials, decreases throughout test for emergent relations, and longer reaction time on derived probes compared to probes for maintenance of baseline trails. Furthermore, some data show longer reaction time for transitivity or equivalence trials compared to symmetry trials. Reaction time is defined as the time Reaction time is defined as the duration from the onset of comparison stimuli to a comparison choice occurs. It is a very sensitive measure with considerable variation both within and between participants. Most analysis is based on aggregated data and expressed as mean or median. Stimulus control is, however, a phenomenon at the individual level and may or may not represent reaction time patterns in individual participants. In this paper, we will present reaction time analysis at the individual level and discuss correspondence with results from aggregated data.

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Stimulus equivalence involves establishing relations between stimuli without all relations being directly trained. The presentation provides a review of the literature on the development of skills through matching-to-sample in people with intellectual disabilities.

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Transformation of stimulus functions has been upheld as one of the most valuable concepts to emerge from Relational Frame Theory (RFT), both within and outside the RFT community. As one of the three core tenets of the traditional RFT account, it describes how verbal and nonverbal stimuli may acquire new functions through participation in arbitrarily applicable relational responding. This includes, but is not limited to, the simple transfer of functions commonly described in research on stimulus equivalence.

Despite longstanding critiques of RFT concerning a purported lack of empirical support, a substantial body of empirical research has been conducted since the publication of the seminal RFT volume in 2001. This presentation reviews recent empirical research on transformation of stimulus functions. Results indicate that published studies have largely operationalized the phenomenon as transfer of function through equivalence relations. Transformations through other relational frames (e.g., opposition, comparison, hierarchy) remain comparatively underrepresented, with implications for future basic and applied research informed by RFT.
Data were collected as part of a systematic review of peer-reviewed journal articles published within the past five years.

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This translational study examined the effect of Equivalence-Based Instruction (EBI) on learning Norwegian concepts that may be used in job interviews among adults with foreign backgrounds. A pre-sorting task was administered before matching-to-sample (MTS) training to evaluate participants’ prior knowledge of the concepts. Twenty-eight participants sorted Norwegian stimuli inconsistent with the experimenter-defined classes. Then, two experimental conditions were arranged to test whether the inclusion of the native language may enhance performance. The experimental condition (n=9) trained 4 four-member classes, where three stimuli in each class were Norwegian, and the A-stimuli were Native. The control condition (n=9) trained 4 three-member classes using only Norwegian stimuli. Conditional discriminations were trained using a one-to-many (OTM) training structure with a simultaneous protocol, followed by a mixed test for equivalence relations. After a two-week passage, participants underwent a maintenance test to evaluate retention yields following initial MTS training. Results from the first training session showed that 16 out of 18 participants successfully formed equivalence classes. However, results from the maintenance test showed low yields; only 2 participants from the control group and 3 from the experimental group reached the experimenter-defined mastery criteria of 95% correct responding. The post-sorting task showed that five participants in each group sorted the stimuli in a manner consistent with the experimenter-defined classes. These results add to the existing literature on the effectiveness of the EBI procedure for foreign language acquisition. Post-study survey suggests that participants favored the inclusion of native language stimuli to aid comprehension of unfamiliar words and expressions. Limitations and future directions are discussed.