Biomedical subjects

Dermot Barnes-Holmes

Publications and source records attributed to Dermot Barnes-Holmes.

14 recordsLinked to original sources

PubMed2006

Experiential avoidance and aversive visual images: response delays and event-related potentials on a simple matching task.

In Experiment 1, participants high (n=15) or low in avoidance (n=14), as measured by the Acceptance and Action Questionnaire, completed a simple matching task that required them to choose whether or not to look at an aversive visual image. Only the high-avoidance participants took longer to emit a correct response that produced an aversive rather than a neutral picture. Additionally, the high-avoiders reported greater levels of anxiety following the experiment even though they rated the aversive images as less unpleasant and less emotionally arousing than their low-avoidant counterparts. In Experiment 2, three groups, representing high-, mid- and low-avoidance (n=6 in each) repeated the matching task with the additional recording of event-related potentials (ERPs). The findings of Experiment 1 were replicated in terms of reaction times and subjective ratings. The ERPs confirmed that the participants attended to the content of the images and differentiated between the aversive and neutral image types. The ERPs also showed significantly greater negativity for electrodes over the left hemisphere relative to the midline for only the high-experiential avoidance (EA) group. Given the left hemisphere dominance for language, the data suggest that the high-EA group engaged in verbal strategies to regulate their emotional responses.

Adult↗

PubMed2006

Transformations of mathematical and stimulus functions.

Following a pretest, 8 participants who were unfamiliar with algebraic and trigonometric functions received a brief presentation on the rectangular coordinate system. Next, they participated in a computer-interactive matching-to-sample procedure that trained formula-to-formula and formula-to-graph relations. Then, they were exposed to 40 novel formula-to-graph tests and 10 novel graph-to-formula tests. Seven of the 8 participants showed substantial improvement in identifying formula-to-graph relations; however, in the test of novel graph-to-formula relations, participants tended to select equations in their factored form. Next, we manipulated contextual cues in the form of rules regarding mathematical preferences. First, we informed participants that standard forms of equations were preferred over factored forms. In a subsequent test of 10 additional novel graph-to-formula relations, participants shifted their selections to favor equations in their standard form. This preference reversed during 10 more tests when financial reward was made contingent on correct identification of formulas in factored form. Formula preferences and transformation of novel mathematical and stimulus functions are discussed.

Adult↗

PubMed2006

A derived transfer of simple discrimination and self-reported arousal functions in spider fearful and non-spider-fearful participants.

Two experiments investigated the derived transfer of functions through equivalence relations established using a stimulus pairing observation procedure. In Experiment 1, participants were trained on a simple discrimination (A1+/A2-) and then a stimulus pairing observation procedure was used to establish 4 stimulus pairings (A1-B1, A2-B2, B1-C1, B2-C2). Subsequently, a transfer of the simple discrimination functions through equivalence relations was observed (e.g., C1+/C2-). These procedures were modified in Experiment 2, which demonstrated that spider-fearful and non-spider-fearful participants show differing levels of a transfer of self-reported arousal functions for stimuli used in equivalence relations with video-based material depicting scenes with spiders. The results demonstrate that the stimulus pairing observation procedure provides a viable alternative to matching-to-sample, and also offer tentative support for a derived-relations model of the acquisition of anxiety responses in at least one sub-clinical population.

Animals↗

PubMed2006

The transformation of consequential functions in accordance with the relational frames of more-than and less-than.

Across three experiments, the transformation of consequential functions in accordance with a seven-member relational network (A-B-C-D-E-F-G) was investigated. In this network, the relational rankings ranged from A, ranked the least, to G, ranked the most. In the first phase, contextual cues for more-than and less-than were established by training participants across multiple exemplars to select comparisons containing larger quantities in the presence of the former cue, and fewer quantities in the presence of the latter cue. Participants then were trained in six conditional discriminations (i.e., A D, F>E, and G>F) with the contextual cues as samples and nonsense words as comparisons, and all possible derived relations were tested (e.g., B<F). In a subsequent phase, the D stimulus was paired with the delivery of points. Next, a test for a transformation of consequential functions was presented in either simultaneous discrimination tasks (Experiments 1 and 2) or a free-operant schedule task (Experiment 3), each of which employed members of the relational network as consequences. In all experiments, participants consistently emitted the response that produced the derived consequential stimulus that was ranked higher in the relational network, thus demonstrating a transformation of consequential functions. In Experiment 2, the baseline conditional discriminations were altered in a reversal design, and Experiment 3 examined generalization of the derived performance to a schedule-based task, with and without detailed instructions. Overall, the study demonstrated a transformation and generalization of consequential functions in accordance with the relational frames of More-than and Less-than, and bears relevance to the literature on transitive inference.

Adolescent↗

PubMed2005

Establishing equivalence classes in preschool children with one-to-many and many-to-one training protocols.

The present study set out to assess if the different probabilities reported in the literature of obtaining equivalence after baseline training with MTO and OTM protocols could be attributed to individual differences and, if so, whether equivalence formation could be facilitated by using familiar stimuli as nodes. In Experiment 1, 16 preschool children were trained on four sets of 2-choice match-to-sample tasks, eight with a OTM protocol (A-B, A-C, A-D, A-E) and eight with a MTO protocol (B-A, C-A, D-A, E-A). For four OTM and four MTO children only abstract stimuli were used. The other four OTM children and four MTO children received the same training but with familiar stimuli as nodes. All children received tests for equivalence (first) and symmetry (second). In Experiment 2, eight children who served in Experiment 1 participated again, four who had passed the equivalence test, and four who had failed that test. All children received the same baseline training as in Experiment 1 but with the opposite type of nodes (abstract instead of familiar, and vice versa) and training protocol (MTO instead of OTM, and vice versa). The results showed that (a) the children's performances (training and testing) were not affected by the training protocol; (b) equivalence formation occurred more readily when being trained with all abstract stimuli than when familiar stimuli served as nodes; and (c) most children who passed or did not pass the equivalence test in Experiment 1 repeated their performance in Experiment 2, irrespective of the conditions that were used.

Adult↗

PubMed2005

Derived manding in children with autism: synthesizing Skinner's verbal behavior with relational frame theory.

Mand functions for two stimuli (A1 and A2) were trained for 3 children with autism and were then incorporated into two related conditional discriminations (A1-B1/A2 -B2 and B1-C1/B2-C2). Tests were conducted to probe for a derived transfer of mand response functions from A1 and A2 to C1 and C2, respectively. When 1 participant failed to demonstrate derived transfer of mand response functions, transfer training using exemplars was conducted. When participants had demonstrated derived transfer of mand functions, the X1 and X2 tokens that were employed as reinforcers for mand responses were incorporated into two conditional discriminations (X1-Y1/X2-Y2 and Y1-Z1/Y2-Z2). Tests were conducted for derived transfer of reinforcing functions. Finally, tests were conducted to determine if the participants would demonstrate derived manding for the derived reinforcers (present C1 and C2 to mand for Z1 and Z2, respectively). Derived transfer of functions was observed when the sequence of training and testing was reversed (i.e., training and testing reinforcing functions before mand response functions) and when only minimal instructions were provided.

Adolescent↗

PubMed2005

Derived stimulus relations, semantic priming, and event-related potentials: testing a behavioral theory of semantic networks.

Derived equivalence relations, it has been argued, provide a behavioral model of semantic or symbolic meaning in natural language, and thus equivalence relations should possess properties that are typically associated with semantic relations. The present study sought to test this basic postulate using semantic priming. Across three experiments, participants were trained and tested in two 4-member equivalence relations using word-like nonsense words. Participants also were exposed to a single- or two-word lexical decision task, and both direct (Experiment 1) and mediated (Experiments 2 and 3) priming effects for reaction times and event-related potentials were observed within but not across equivalence relations. The findings support the argument that derived equivalence relations provides a useful preliminary model of semantic relations.

Adolescent↗

PubMed2005

Relating derived relations as a model of analogical reasoning: reaction times and event-related potentials.

The current study aimed to test a Relational Frame Theory (RFT) model of analogical reasoning based on the relating of derived same and derived difference relations. Experiment 1 recorded reaction time measures of similar-similar (e.g., "apple is to orange as dog is to cat") versus different-different (e.g., "he is to his brother as chalk is to cheese") derived relational responding, in both speed-contingent and speed-noncontingent conditions. Experiment 2 examined the event-related potentials (ERPs) associated with these two response patterns. Both experiments showed similar-similar responding to be significantly faster than different-different responding. Experiment 2 revealed significant differences between the waveforms of the two response patterns in the left-hemispheric prefrontal regions; different-different waveforms were significantly more negative than similar-similar waveforms. The behavioral and neurophysiological data support the RFT prediction that, all things being equal, similar-similar responding is relationally "simpler" than, and functionally distinct from, different-different analogical responding. The ERP data were fully consistent with findings in the neurocognitive literature on analogy. These findings strengthen the validity of the RFT model of analogical reasoning and supplement the behavior-analytic approach to analogy based on the relating of derived relations.

Adolescent↗

PubMed2004

Assessing stimulus equivalence with a precursor to the relational evaluation procedure.

Previous research has demonstrated that, after being trained on multiple match-to-sample (MTS) tasks (A-B, B-C), most human adults respond in accordance with symmetry (B-A, C-B) and equivalence (C-A) when measured with MTS tests and with a precursor to the Relational Evaluation Procedure (pREP). The latter procedure involves conditional go/no-go discrimination tasks, requiring subjects to press a bar during a 5s interval after the successive presentation of two same-class stimuli, and not to press after the presentation of two different-class stimuli (e.g. Ci -->Ai -->press, Ci -->Aj -->no press). The present study was an effort to replicate these findings. The study consisted of five experiments. Very few subjects evidenced pREP symmetry and equivalence unless they had (a) already demonstrated symmetry and equivalence in a MTS test before, or (b) received pREP pretraining with unrelated stimulus pairs and symmetry was tested before equivalence. Failures to show symmetry were always associated with pressing at or close to 50% of these trials. Failures to show equivalence were associated with pressing or not pressing on (almost) all trials. Current findings are similar to those obtained in equivalence studies involving MTS probes permitting the subjects not to respond to the designated comparisons.

Adolescent↗

PubMed2004

The transformation of consequential functions in accordance with the relational frames of same and opposite.

Although the literature on reinforcement in behavioral psychology is extensive, few studies have examined the derived transformation of reinforcing functions in accordance with equivalence classes, and no published research has yet examined the derived transformation of consequential functions in accordance with nonequivalence relations. In the present study, which consisted of four experiments, the basic preparation was as follows. First, an arbitrary stimulus, B2, was established as a conditioned punisher, using direct stimulus pairing. Following nonarbitrary relational training, designed to establish SAME and OPPOSITE contextual cues, subjects were exposed to arbitrary relational training using these contextual cues to establish A1 as the same as B1 and C1, and as opposite to B2 and C2. Subsequently, C2 (based on its Same relation with B2) functioned as a punisher and C1 (based on its Opposite relation with B2) functioned as a reinforcer in a simultaneous discrimination task. Critically, the C1 stimulus acquired reinforcing functions, based on the derived relation of Opposite, although no such function had actually been established for any member of the network. Furthermore, these effects were observed across ABA reversals in the baseline contingencies.

Adolescent↗

PubMed2004

Relational operants: processes and implications: a response to Palmer's review of Relational Frame Theory.

Palmer has recently criticized Relational Frame Theory (RFT) on the grounds that it has developed data in search of a principle. In this reply, we show that he has done so by attacking fundamental concepts within behavior analysis itself, including the functional nature of an operant and contingencies of reinforcement as a behavioral process. His claim that RFT appeals to new behavioral principles to explain the development of relational operants is shown to be incorrect: As with any operant, RFT appeals to a history of contacted consistencies in contingencies across multiple ex-emplars to explain them. New principles only emerge later as a logically necessary extension of such operants if they exist--a view that Palmer failed to address or appreciate. Palmer's desire to see the use of methods other than matching-to-sample is proper but already largely satisfied in the empirical literature on RFT. We show Palmer's defense of Skinner's definition of verbal behavior to be illogical and unresponsive to the empirical challenge behavior analysis faces. Palmer's alternative common sense mediational associationistic account is another in more than a century of such accounts, all of which have failed empirically. At its root, Palmer's criticism is based on a mechanistic philosophy that is hostile to a traditional functional behavior analytic approach.

Behavior↗

PubMed2003

Matching unrelated stimuli with same discriminative functions: training order effects.

Previous research has shown that after training simple discriminations (A1+/A2-, B1+/B2-), bringing these tasks under conditional control (J1-A1, J2-A2) leads to transfer of discriminative control (J1+/J2-) and to generalized matching on the basis of same discriminative functions (e.g. J1-B1, J2-B2). The same occurs when conditional discriminations are trained (D1-E1, D2-E2; F1-G1, F2-G2). When the subjects are then trained to demonstrate correct relations (D1-E1, D2-E2) when given X1 and to demonstrate incorrect relations when given X2 (XD-E), transfer of discriminative control (X1+/X2-) and generalized matching on the basis of same discriminative functions emerges (e.g. X1F1-G1, X2F1-G2). The present study investigated if these performances are dependent on the training and/or testing order. In Experiment 1, the lower-order contingency tasks were trained before the higher-order contingency tasks (A1+/A2-, B1+/B2- before J-A, and D-E, F-G before XD-E). Half the subjects received the J-B test before the more complex XF-G test (Condition A), while for the other subjects, this testing order was reversed (Condition B). Finally, all subjects received additional tests in which they were given the opportunity to demonstrate the discriminative properties of the J and X stimuli (J1+/J2-, X1+/X2-), and to match the A, J, and X stimuli with newly introduced stimuli of same discriminative properties (e.g. J1-POLITE, J2-RUDE). Experiment 2 was the same except that the training order was reversed (J-A before A1+/A2-, B1+/B2-, and XD-E before D-E, F-G). The results were affected by the training order but not by the testing order. Transfer of discriminative functions and generalized matching on the basis of same functions only occurred reliably when the lower-order contingency tasks were trained first. A stimulus-control account of the data is offered.

Journal Article↗

PubMed2002

A functional-analytic model of analogy: a relational frame analysis.

The aim of this study was to explore a behavior-analytic model of analogical reasoning, defined as the discrimination of formal similarity via equivalence-equivalence responding. In Experiment 1, adult humans were trained and tested for the formation of four three-member equivalence relations: A1-B1-C1, A2-B2-C2, A3-B3-C3, and A4-B4-C4. The B and C stimuli were three-letter nonsense syllables, and the A stimulus was a colored shape. Subjects were then successfully tested for equivalence-equivalence responding (e.g., matching B1/C1 to B2/C2 rather than B3/C4). These tasks were designed such that equivalence-equivalence responding might allow subjects to discriminate a physical similarity between the relations involved. Some participants (color subjects) received only equivalence-equivalence tasks in which they might discriminate a color relation, whereas others (shape subjects) were given tasks in which they might discriminate a shape relation. A control group received both types of task. In a subsequent test for the discrimination of formal similarity, color subjects matched according to color, shape subjects matched according to shape, and the control group showed no consistent matching pattern. In Experiment 2, adult humans showed a transformation of the functions of a block-sorting task via this basic model of analogy. Empirical and conceptual issues related to these results are discussed.

Adolescent↗

PubMedDate not supplied

Establishing reports of saying and doing and discriminations of say-do relations.

The purpose of the present study was to investigate a new procedure for establishing accurate discriminations of delayed acts of saying, of doing and discriminations of say-do correspondence and non-correspondence with three developmentally delayed subjects. A corrective feedback procedure for incorrect discrimination responses, that involved multiple-exemplars, was initially employed, but failed to establish most of the target discriminations for all three subjects. A near-errorless training intervention was subsequently employed that also involved multiple-exemplars. This training used two referents (one for acts of saying and another one for acts of doing) as prompts to produce accurate delayed reports of what they promise to do presently, and accurate delayed reports of what they did. Prompts were also used to indicate whether the say-do relations were the 'same' in terms of correspondence or not the same in terms of non-correspondence. Prompts were subsequently eliminated. All three subjects demonstrated highly accurate reports of delayed saying, doing and say-do correspondence or non-correspondence discriminations in the absence of prompts and with novel stimuli. The results are discussed in terms of generalized classes of behavior. The implications of these findings for the use of the errorless learning paradigm as a means of establishing complex behavior are also discussed.

Adolescent↗