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Results

#1. A behavior analyst is establishing stimulus equivalence with a learner. The learner is initially taught to match the written word ball (Stimulus A) to the spoken word ball (Stimulus B). Concurrently, the learner is taught to match a picture of a ball (Stimulus C) to the spoken word ball (Stimulus B). After these two relations are firmly established through direct teaching, what outcome would demonstrate the learner has acquired transitivity, and how is this relation typically established?

The learner is able to match the written word ball (Stimulus A) to the picture of a ball (Stimulus C) without direct teaching, which is a derived relation.

The learner is directly taught to match the written word ball (Stimulus A) to the picture of a ball (Stimulus C), thereby establishing transitivity.

The learner is able to match the spoken word ball (Stimulus B) to the written word ball (Stimulus A), which is an example of reflexivity.

The learner is able to match the picture of a ball (Stimulus C) to itself (Stimulus C), demonstrating a symmetrical relation.

Transitivity is a fundamental concept within stimulus equivalence referring to a derived AC relation when AB and BC relations have been directly taught In this scenario the learner is taught A written word ball B spoken word ball and C picture of ball B spoken word ball Transitivity is then demonstrated if the learner can without any direct instruction or reinforcement for that specific relation accurately match A written word ball to C picture of a ball or viceversa C to A This derived untaught relation is a hallmark of stimulus equivalence indicating that stimuli have formed an equivalence class Options suggesting direct teaching for transitivity are incorrect because transitivity by definition is a derived relation Reflexivity AA and Symmetry if AB then BA are other derived relations within stimulus equivalence distinct from transitivity

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