THE EMERGENCE OF ORDINAL CLASSES DERIVED FROM TEACHING NUMERIC RELATIONS

Abstract

The equivalence paradigm has been useful in the explanation of complex behavioral processes such as those involved in numeric conceptual behaviors. The purpose of the present study was to verify whether ordinal classes could emerge following arbitrary matching-to-sample and sequence production. Participants were three students with developmental disabilities. The visual stimuli were abstract forms in different quantities (A), cardinal numbers (B) and written words in capital letters (C). The AB/AC relations were trained and the emergence of three equivalence classes was tested. After the forward chaining procedure to teach one sequence (A1->A2->A3), the emergence of novel sequences was assessed (e. g. B1->B2->B3 and C1->C2->C3). Connectivity tests assessed the ordinal classes formation (e.g. A1->B2->C3). Results showed that the participants responded to novel sequences readily or with gradual emergence. All participants responded to sequences with new stimuli. The procedure was also effective in the transfer of ordinal functions in persons with developmental disabilities.Keywords: equivalence, sequences, ordinal classes, numeric relations, developmental disabilities, math education.