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THE EFFECTS OF NODALITY ON THE FORMATION OF EQUIVALENCE CLASSES

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References

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Cited by

1995REVERSAL OF BASELINE RELATIONS AND STIMULUS EQUIVALENCE: I. ADULTS129 cited
2011A Relational Frame Training Intervention to Raise Intelligence Quotients: A Pilot Study127 cited
1995MAINTAINED NODAL‐DISTANCE EFFECTS IN EQUIVALENCE CLASSES122 cited
1996SPEED ANALYSES OF STIMULUS EQUIVALENCE116 cited
1997Relating Equivalence Relations to Equivalence Relations: A Relational Framing Model of Complex Human Functioning110 cited
1995A Transfer of Functions and a Conditional Transfer of Functions Through Equivalence Relations in Three-To Six-Year-Old Children106 cited
1998Stimulus Equivalence104 cited
2004THE TRANSFORMATION OF CONSEQUENTIAL FUNCTIONS IN ACCORDANCE WITH THE RELATIONAL FRAMES OF SAME AND OPPOSITE103 cited
1993An Interaction of Instructions and Training Design on Stimulus Class Formation: Extending The Analysis of Equivalence102 cited
2007Naming and equivalence: Response latencies for emergent relations101 cited
2010The Effects of Different Training Structures in the Establishment of Conditional Discriminations and Subsequent Performance on Tests for Stimulus Equivalence96 cited
199611 Some implications of a stimulus control topography analysis for emergent behavior and stimulus classes80 cited
1991STIMULUS GENERALIZATION AND EQUIVALENCE CLASSES: A MODEL FOR NATURAL CATEGORIES80 cited
1993Stimulus Equivalence and Connectionism: Implications for Behavior Analysis and Cognitive Science79 cited
1997USING THE SIMULTANEOUS PROTOCOL TO STUDY EQUIVALENCE CLASS FORMATION: THE FACILITATING EFFECTS OF NODAL NUMBER AND SIZE OF PREVIOUSLY ESTABLISHED EQUIVALENCE CLASSES77 cited
2000Equivalence Outcome in Single Subjects as a Function of Training Structure76 cited