| | Preliminary findings on the effects of self-referring and evaluative stimuli on stimulus equivalence class formation.: An article from: The Psychological Record |  | Authors: Rhonda M. Merwin, Kelly G. Wilson
Publisher: Thomson Gale
Category: Book
Buy New: $5.95
Format: Html
Media: Digital
Pages: 20
ASIN: B000CQN7D4
Publication Date: September 22, 2005
Availability: Available for download now
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Product Description
This digital document is an article from The Psychological Record, published by Thomson Gale on September 22, 2005. The length of the article is 5975 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: Thirty-two subjects completed 2 stimulus equivalence tasks using a matching-to-sample paradigm. One task involved direct reinforcement of conditional discriminations designed to produce derived relations between self-referring stimuli (e.g., me, myself, I) and positive evaluation words (e.g., whole, desirable, perfect). The other task was designed to produce derived relations between self-referring stimuli and negative evaluation words (e.g., unworthy, flawed, inadequate). Performance on each task was recorded via response latency and percent correct. Prior to completion of the equivalence tasks, subjects completed 2 self-report measures: the Outcome Questionnaire-45 (OQ-45) and the Rosenberg Self-Esteem Scale (RSE). Subjects were divided into groups based on their OQ-45 score (high or low distress) and RSE score (high or low self-esteem). Significant differences in percent correct were found between both the OQ-45 groups and the RSE groups. Subjects who reported high distress and a negative sense of self made significantly more errors on the tests for equivalence for the task that required matching self-referential stimuli with positive evaluation words.
Citation Details
Title: Preliminary findings on the effects of self-referring and evaluative stimuli on stimulus equivalence class formation.
Author: Rhonda M. Merwin
Publication: The Psychological Record (Magazine/Journal)
Date: September 22, 2005
Publisher: Thomson Gale
Volume: 55 Issue: 4 Page: 561(15)
Distributed by Thomson Gale
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