In the world of behavior analysis, emergent relations and generative performance are key concepts that demonstrate how individuals can exhibit new behaviors based on their existing knowledge. These processes reveal the cognitive complexity behind verbal behavior, illustrating how one set of learned relations can give rise to entirely new, untrained responses. Here, we explore examples of processes that promote emergent relations and generative performance.
Stimulus Equivalence Training
Stimulus equivalence is a learning process where different stimuli become related through indirect training. For example, if a person learns that “cat” is related to “pet” and “pet” is related to “animal,” they may automatically relate “cat” to “animal” without needing to be explicitly taught this. This phenomenon showcases how training in one area can result in the emergence of new, related knowledge—a powerful tool for cognitive development.
Reflexivity (Generalized Identity Matching)
Reflexivity, or Generalized Identity Matching, involves matching identical stimuli. This is a straightforward process where A equals A, allowing individuals to match stimuli without the need for symbolic associations. For instance, if a learner is shown a picture of a cat and can match it with an identical picture of a cat, this demonstrates reflexivity in action.
Symmetry
Symmetry refers to the reversibility of a stimulus relation. If a person learns that A matches B, then symmetry suggests that B should also match A without additional training. For example, after learning to match a picture of a spoon with a real spoon, a person can reverse that learning by matching the real spoon to the picture. This process highlights the flexibility of learned associations.
Transitivity
Transitivity is the final key process in establishing stimulus equivalence. It involves creating a new, untrained relation from two trained stimulus relations. If a person learns that A equals B and B equals C, they can infer that A equals C without direct training. For example, if someone learns to match the word “dog” to a picture of a dog and then matches the picture of a dog to a real dog, they can also match the word “dog” to the real dog.
These three processes—reflexivity, symmetry, and transitivity—collectively lead to the formation of Equivalence Classes, where different stimuli become cognitively linked, even without explicit instruction. This ability to create complex networks of related stimuli helps individuals navigate and understand their environments more effectively.
Stimulus Classes: Feature and Arbitrary
Stimulus classes are divided into two primary types:
- Feature Stimulus Class: This class includes stimuli that share common physical features or spatial relationships. For example, different types of trees might be grouped together based on their shared features such as height, leaf shape, or bark texture. This class is developed through stimulus generalization, showing how individuals can categorize stimuli by common characteristics.
- Arbitrary Stimulus Class: In contrast, arbitrary stimulus classes are composed of stimuli that evoke the same response even though they do not share physical similarities. For example, the written word “dog,” a picture of a dog, and the spoken word “dog” all represent the same concept but look and sound very different from each other. These classes are developed using stimulus equivalence, demonstrating how abstract associations can lead to cognitive understanding.
Conclusion: The Power of Emergent Relations
Emergent relations and generative performance showcase the complexity and flexibility of human learning. Through reflexivity, symmetry, and transitivity, individuals are able to form intricate connections between stimuli, facilitating their ability to understand and respond to new information. Whether it’s categorizing objects by shared features or forming symbolic associations through stimulus equivalence, these processes underline the sophisticated cognitive capabilities that shape our verbal and nonverbal behaviors.
