Novel performances via equivalence relations

Abstract

The present study investigated the emergence of untrained novel behavior performances (keyboard playing) through teaching description (describing keyboard playing) of behavior performances. These descriptions provided subjects the following information: which key to press on the keyboard, with which finger to press the key, and how long to press the key. This information was conveyed through a musical staff with accompanying musical notation. Eighteen undergraduate subjects learned these descriptions of keyboard playing through stimulus equivalence procedures. Stimulus equivalence suggests different specific stimuli may occasion similar responses. Stimuli are said to function equivalently. Different stimuli that function equivalently are referred to as equivalence relations. Learning through stimulus equivalence paradigms does not require subjects to directly associate all stimuli for equivalencies to occur. Certain equivalencies emerged in the present study without direct stimulus-stimulus association. These equivalencies served as part of the description of keyboard playing. (Abstract shortened by UMI.)