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RELATIONS BETWEEN BASELINE CONTINGENCIES AND EQUIVALENCE PROBE PERFORMANCES

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References

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1989STIMULUS CLASS FORMATION AND STIMULUS—REINFORCER RELATIONS121 cited
1987STIMULUS CLASS MEMBERSHIP ESTABLISHED VIA STIMULUS—REINFORCER RELATIONS114 cited

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2004Establishing Relational Responding in Accordance with More-than and Less-than as Generalized Operant Behavior in Young Children105 cited
1998Stimulus Equivalence

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2007Errorless learning: Review and practical application for teaching children with pervasive developmental disorders103 cited

1993An Interaction of Instructions and Training Design on Stimulus Class Formation: Extending The Analysis of Equivalence102 cited

2018Cognitive Defusion in Acceptance and Commitment Therapy: What Are the Basic Processes of Change?85 cited

2001Matching-To-Sample and Respondent-Type Training as Methods for Producing Equivalence Relations: Isolating The Critical Variable83 cited

199611 Some implications of a stimulus control topography analysis for emergent behavior and stimulus classes80 cited

1995REVERSAL OF BASELINE RELATIONS AND STIMULUS EQUIVALENCE: II. CHILDREN75 cited

2000ACQUISITION OF ARBITRARY CONDITIONAL DISCRIMINATIONS BY YOUNG NORMALLY DEVELOPING CHILDREN73 cited

2006THE TRANSFORMATION OF CONSEQUENTIAL FUNCTIONS IN ACCORDANCE WITH THE RELATIONAL FRAMES OF MORE-THAN AND LESS-THAN71 cited

2004Relational frame theory and stimulus equivalence: Conceptual and procedural issues70 cited

1993AUDITORY SUCCESSIVE CONDITIONAL DISCRIMINATION AND AUDITORY STIMULUS EQUIVALENCE CLASSES69 cited

199610 Stimulus equivalence: A class of correlations, or a correlation of classes?59 cited

1998Stimulus-Control Procedures56 cited

1991Equivalence class formation influenced by the number of nodes separating stimuli56 cited

2004Establishing Relational Responding in Accordance with Opposite as Generalized Operant Behavior in Young Children53 cited