Abstract
The purpose of the current study was to evaluate baseline intraverbal training in statement format on the emergence of generalized equivalence classes. Seventeen undergraduates were exposed to tact training with 3 stimulus sets (A1B1C1, A2B2C2, and A3B3C3) and baseline intraverbal training (A’B’ and B’C’). Formation of equivalence classes was assessed using visual-visual matching-to-sample (MTS) tasks and intraverbal tests for symmetrical (BA, B’A’, CB, C’B’) and transitive relations (AC, A’C’, CA, C’A’). Generalization MTS posttests were then presented for 4 untrained sets of stimuli. Thirteen participants passed all MTS and intraverbal posttests. Two of the remaining 4 required either tact or intraverbal remedial training in order to achieve passing criterion. Performance improved for 5 participants during the vocal MTS posttest. These findings show the efficacy of intraverbal training in the formation of generalized equivalence classes. Overall, results suggest verbal mediation strategies (i.e., intraverbal naming) may have facilitated MTS performance.