Mitt seminar

Ukjent bruker

Fredag 09:00 - 13:00

Symposium (Storefjellhall 1)

Emergent Relations: Experimental and Translational Studies

Erik Arntzen

OsloMet - storbyuniversitetet

Sammendrag:

We will present a diverse range of experiments conducted by different research groups, but most of them are in the Experimental Studies of Complex Human Behavior Group at Oslo Metropolitan University. The primary focus of these experiments will be on stimulus control, with a particular emphasis on conditional discrimination and the emergence of complex relationships. The symposium will commence with an introductory session that elucidates the concept of stimulus equivalence. Subsequently, experiments from both translation research and fundamental research will be presented.

Presentasjon #1

Introduction on Emergent Relations

Erik Arntzen

OsloMet

Presentasjon #2

Teaching High School Students Concepts in Play Theory using Equivalence Based Instruction, comparing consistency in results in MTS-tests and Sorting Tests

Rebekah Gauslaa Harring
Erik Arntzen	(krediteres)	OsloMet - storbyuniversitetet

Nøkkelord: equivalence-based instruction, matching-to-sample, play theory, sorting

Sammendrag:

Connecting theoretical knowledge and practical examples from the workplace is important for high school students who attend trade school. In this study equivalence-based instruction (EBI) is used to teach twenty child- and youth care students 5 different concepts within play theory. Students are taught the concepts through a matching-to-sample (MTS) procedure, using a MTO structure, followed by both MTS- and sorting tests – in different test orders. The students are divided into 2 groups. Both groups go through a pre-sorting test followed by MTS-training. After training, group 1 experience a post-sorting test followed by an MTS-test and then a second post-sorting test. Group 2 experience an MTS-test followed by a post-sorting test and then a second MTS-test, after training. Follow-up tests are conducted after 2-4 weeks, where the students are exposed to both an MTS- and sorting test – in different orders. We want to study if EBI can be an effective learning method for connecting theoretical knowledge and practical examples in play theory. We also want to study to what degree the results are consistent in both test orders, in accordance with previous experiments.

Presentasjon #3

The Formation of Generalized Equivalence Classes and the Impact of Vocal Mediating Skills through Intraverbal Bidirectional Naming

Heidi Skorge Olaff		OsloMet - storbyuniversitetet
Erik Arntzen	(krediteres)	OsloMet - storbyuniversitetet

Nøkkelord: Equivalence classes, generalization, intraverbal bidirectional naming, I-BiN, stimulus equivalence

Sammendrag:

Intraverbal bidirectional naming (I-BiN) occurs when teaching a few intraverbals leads to novel intraverbals, suggesting the skill as necessary mediating skills for the formation of stimulus equivalence. This study includes two experiments (E1 and E2), four adults participated in each. Pre-MTS test, tact test- and training followed by listener test, and intraverbal training were completed similarly in both experiments. Then, I-BiN tests, post-sorting tests, and social-validity survey were completed: In E1, successive blocks of post-MTS tests of across baseline, symmetry and equivalence relations and I-BiN tests was divided, while in E2, tests were merged into one block I-BiN and MTS-test. Finally, both groups were exposed to generalization and sorting tests. The results demonstrated correct responses during post-I-BiN and post-MTS tests, confirmed by the sorting tests and generalization occurred across four sets. The results on vocal MTS-test and post-experimental interview indicate the use of the established mediating skill during post-MTS tests.

Presentasjon #4

Relational Strength

Guro Granerud

Fagskolen i Viken

Sammendrag:

What is relational strength and how can we measure it? In the current lecture different views on the topic will be presented, examples of methods of measures presented, and the usefulness of the concept discussed.

Presentasjon #5

Transformation of Function, A Systematic Review

Vilde Stedal Kalvik		Oslo Metropolitan University
Erik Arntzen	(krediteres)	OsloMet - storbyuniversitetet

Sammendrag:

Discussing the current status of Relational Frame Theory (RFT), Harte and Barnes-Holmes (2024) identified a significant increase in conceptual developments over the last eight (now nine) years. "Transformation of function" describes how stimuli may acquire new functions when related to other stimuli, in patterns of arbitrarily applicable relational responding (AARR). Function transformation has been a fundamental premise of RFT since the theory emerged almost 40 years ago, though several conceptual interpretations of AARR have been suggested since 2017. The emphasis on function transformation has been somewhat inconsistent within these accounts, while behavior analysts outside of RFT increasingly recognize its conceptual utility. The following presentation centers on theoretical developments concerning the transformation of functions as a concept while exploring relevant empirical research and potential clinical significance. Data were gathered as a systematic review of pertinent journal articles published since 2017, conducted as part of a master's degree in behavioral science at OsloMet.

Presentasjon #6

Sorting Performance and Eye Movements When Including Null Stimuli in MTS Procedures

Live Fay Braaten		OsloMet - storbyuniversitetet
Erik Arntzen	(krediteres)	OsloMet - storbyuniversitetet

Sammendrag:

Some experiments have trained only two stimulus classes when testing for stimulus equivalence class formation (SECF). An outcome of having only two comparison stimuli is that this can lead to the choice response being under rejection control and not selection control. Therefore, some researchers have added a third comparison stimulus, a “null” stimulus, to hinder rejection control without training three classes. The present experiment aims to investigate the effect the "null" stimulus has (1) on SECF, (2) in a sorting test, and (3) on eye movements. Eight adult participants are trained in a matching-to-sample procedure in two conditions: one in which two 3-member stimulus classes are trained and tested, and one condition in which two 7-member stimulus classes are trained and tested. All participants are exposed to both conditions, half in the opposite order. Each condition contains a pre- and post-sorting of stimuli, including null stimuli. Eye movements during the MTS procedure are measured. Preliminary results show that larger classes reduce SECF, but if the trained classes are sorted correctly, the “null” stimuli are sorted into one class. Fixation time to incorrect and “null” stimuli are similar in training, and there is a higher fixation time to correct comparison stimuli when participants respond correctly in the test and the opposite when they respond incorrectly.

Presentasjon #7

Studying Event-Related Potentials Associated with the Presentation of Programmed Consequences During the Establishment of Baseline Conditional Discriminations

Hanna Steinunn Steingrimsdottir		University of Reykjavik
Mo-Ya Chu	(krediteres)
Kyle J. Edmunds	(krediteres)
Paolo Gargiulo	(krediteres)
Erik Arntzen		OsloMet - storbyuniversitetet

Sammendrag:

Event-related potentials (ERPs) are time-locked epochs associated with specific events the experimenter defines. In this experiment, we studied the change in ERPs associated with the presentation of programmed consequences during the acquisition of baseline conditional discriminations. 11 partaking participants established the baseline conditional discriminations. Results from ERP analysis of the acquisition phase showed increased latency and amplitude when programmed consequences „incorrect“ were presented and decreased latency and amplitude when „correct“ was presented. These results are in accordance with previous literature on feedback-related ERPs.

Presentasjon #8

Teaching Musical Notes on the Keyboard to Children Using Equivalence-Based Instruction

Andre Santiago		Universidade Federal de São Carlos
Nassim C. Elias	(krediteres)
Erik Arntzen	(krediteres)	OsloMet - storbyuniversitetet

Sammendrag:

The goal of this experiment was to use equivalence-based instruction to teach three musical notes—D, F, and A—to an 8-year-old child with autism spectrum disorder. A keyboard-playing test task was also included. The stimuli set comprised: A (audio of the note’s name), B (sheet music, G clef), C (keyboard representation with the note indicated, G clef), D (sheet music, F clef), E (keyboard representation with the note indicated, F clef), X (G clef), and Y (F clef). The same names for the notes were used in both G and F clefs. Taught relations were AB, AC, AD, and AE, and tested relations were BC, CB, DE, and ED. Keyboard playing was assessed when presented with the note’s name and clef (A+X, A+Y) and with sheet music (C, E). The procedure began with a pre-test, followed by the first teaching session, which taught G clef relations. A post-test was conducted, then F clef relations were taught, followed by a final post-test. The learning criterion was 100% accuracy. The participant completed all tasks. The results showed transference in BC and CB in the first post-test, but DE and ED did not show correct responses. In the second post-test, partial transference was observed in matching-to-sample tasks, but no correct responses were made during keyboard assessments.

Lørdag 10:00 - 10:45

Forelesning (Veslefjellhall 1)

Insights from the Experimental Analysis of Bumblebees’ Behavior

Kalliu Carvalho Couto

OsloMet - Storbyuniversitetet

Sammendrag:

Bumblebees’ foraging behavior provides a useful model for studying basic principles of behavior, in which response classes (e.g., navigation among patches, discrimination of flowers, and visit allocation) are shaped and maintained access to nectar or pollen. This presentation explores the strategies and insights from our lab as we implement methods from the experimental analysis of behavior to investigate these phenomena. The species-specific peculiarities and their implications for our current understanding of basic learning principles, as well as interdisciplinary applications, are discussed.