Japanese Journal of Behavior Analysis

[title in Japanese]

Article type: Cover
1995 Volume 8 Issue 2 Pages Cover1-
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_Cover1

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[title in Japanese]

Article type: Index
1995 Volume 8 Issue 2 Pages Toc1-
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_Toc1

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The function of physical features in stimulus equivalence

TORU AOTSUKA

Article type: Article
1995 Volume 8 Issue 2 Pages 116-127
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_116

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Stimulus class formation involving only arbitrary stimuli has been investigated in many studies of stimulus equivalence. But classes involving both arbitrary and non-arbitrary stimuli must also be investigated, to clarify the relation between the use of symbols and conceptual behavior by humans. In Experiment 1,10 undergraduate students were exposed to conditional discrimination training, in which six sample stimuli (small, medium, and large triangles and squares) had common physical features, while six comparison stimuli were arbitrarily related. Six two-member stimulus classes (one non-arbitrary and one arbitrary) were formed. Using only arbitrary stimuli, the test session examined whether any stimulus classes emerged that involved the physical features of the non-arbitrary stimuli. All subjects showed the emergence of stimulus classes mediated by physical features. In Experiment 2,another 10 students were exposed to training with only arbitrary stimuli. The test session examined whether two transitive classes emerged. Six subjects showed emergent transitive classes. These results demonstrated that when stimuli have common physical features, those features can function as mediators in the emergence of arbitrary stimulus classes.

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The role of grammatical rules when students of English as a Second Language learn definite and indefinite articles

SATORU SHIMAMUNE, C.HO SERENA

Article type: Article
1995 Volume 8 Issue 2 Pages 128-139
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_128

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The role of English grammar was examined in teaching the appropriate use of definite and indefinite articles to international students. The students took a pre-test, received computerized training, and then took a post-test, in which they were asked to choose either "a(n), " "the, " or nothing to complete sentences. Generally, the students provided with grammatical rules reached a mastery criterion faster than those students provided with no rules. Post-test mean scores were higher than pre-test mean scores. Because the post-test consisted of novel sentences, the results show that generalization occurred regardless of grammatical rules. Furthermore, from the students' descriptions of the rationales for their answers on the post-test, it became clear that some students could respond to new sentences without forming appropriate rules. The results suggest that grammatical rules can help international students to learn more quickly than they would without the rules, but providing rules is not a necessary condition for learning.

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Acquisition of spatial concept formation and spatial orientation at a elementary school for children with mental retardation

MASAYOSHI TSUGE, SHIGEO KOBAYASHI

Article type: Article
1995 Volume 8 Issue 2 Pages 140-150
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_140

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The purpose of this study was to allow children with mental retardation to acquire skills in moving about an 4-story school building in accordance with message cards written in hiragana (Japanese syllabary) or kanji (Chinese ideogram) characters that indicated spatial relationships (up/down/left/right). First, a miniature model of the school was used to train the children to move about the model in parallel with learning to move about the building using the hiragana cards. Next, in accordance with stimulus equivalence procedures that repeatedly required matching up the hiragana with the kanji characters, the children learned to move around with the kanji cards even without practicing movement using the kanji cards. As a result, they were eventually able to move about within the school to an assigned classroom using the hiragana cards. Moreover, they also became able to read kanji cards they had not practiced with, and to move about the school and within the miniature model using the kanji cards. Thus, they achieved functional equivalence of hiragana and kanji characters with respect to both reading and movement.

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Effects of approval on the walking behavior of kindergarten children

TSUTOMU FUJITA

Article type: Article
1995 Volume 8 Issue 2 Pages 151-159
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_151

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The effects of approval on the walking behavior of kindergarten children were investigated. The number of steps taken by each child during free play periods in the kindergarten were recorded using pedometers. In baseline sessions, in which no feedback about the number of steps was given to children, the mean walking rates for boys and girls were 27.00 and 22. 29 steps per minute respectively. In reinforcement sessions, the children whose walking rates on that day were higher than the reinforcement criteria were applauded by the experimenter, class teacher and peers. In these sessions, walking rates increased to 41.03 steps per minute for boys and 27.72 steps per minute for girls. In the return to baseline conditions, the walking rates of both boys and girls decreased drastically, but they recovered when reinforcement procedures were introduced again.

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Matching-to-sample procedures and their variations

SADAHIKO NAKAJIMA

Article type: Article
1995 Volume 8 Issue 2 Pages 160-176
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_160

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Many human and nonhuman studies have used matching-to-sample (MTS) procedures or their variants as tools for research on memory (remembering), attention, concept formation, and stimulus equivalence. The first part of this article categorizes the procedures into three classes in terms of the behavior required by the experimenter : choice MTS, go/no-go MTS, and yes/no MTS procedures. MTS procedures also can be categorized in terms of the relation between the sample stimulus and the comparison stimulus (or stimuli) : identity MTS, symbolic MTS, and non-MTS procedures. In addition, two methods can be distinguished by the temporal relation between sample and comparison stimuli : simultaneous and delayed MTS procedures. In the second part of the article, many variants of MTS procedures are classified on the basis of the sequences of events in these procedures.

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[title in Japanese]

Article type: Article
1995 Volume 8 Issue 2 Pages 177-183
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_177

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[title in Japanese]

Article type: Appendix
1995 Volume 8 Issue 2 Pages 184-185
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_184

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[title in Japanese]

Article type: Appendix
1995 Volume 8 Issue 2 Pages 186-189
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_186

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[title in Japanese]

Article type: Appendix
1995 Volume 8 Issue 2 Pages 190-193
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_190

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[title in Japanese]

Article type: Appendix
1995 Volume 8 Issue 2 Pages 194-195
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_194

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[title in Japanese]

Article type: Appendix
1995 Volume 8 Issue 2 Pages App1-
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_App1

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[title in Japanese]

Article type: Cover
1995 Volume 8 Issue 2 Pages Cover2-
Published: June 15, 1995
Released on J-STAGE: June 28, 2017

DOIhttps://doi.org/10.24456/jjba.8.2_Cover2

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