{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,11,19]],"date-time":"2023-11-19T12:41:08Z","timestamp":1700397668981},"reference-count":21,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2013,2,26]],"date-time":"2013-02-26T00:00:00Z","timestamp":1361836800000},"content-version":"vor","delay-in-days":8641,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J Exper Analysis Behavior"],"published-print":{"date-parts":[[1989,7]]},"abstract":"<jats:p>Three students with moderate mental retardation were taught a complex stimulus class with a two\u2010choice conditional discrimination procedure applied across eight 10\u2010member stimulus sets. Each set was composed of five age\u2010appropriate and five age\u2010inappropriate examples of clothing, accessories, and leisure items (e.g., a Walkman \u00ae radio). Discrimination training was programmed serially across each set, and generalization probes were conducted concurrently among all sets. Generalization probes consisted of unreinforced conditional matching trials with comparison items being drawn from (a) the set undergoing training (within\u2010set probes), (b) sets not undergoing training (between\u2010set probes), and (c) both sample and comparison items from different sets (transitive stimulus control probes). Results indicate that within\u2010set generalization, between\u2010set generalization, and transitive stimulus relations controlled responding by all 3 students for items that had been contingently associated with reinforcement. However, items that gained control of responding through within\u2010set and between\u2010set generalization alone (i.e., not acquired through contingent reinforcement) remained at baseline levels during transitive stimulus control probes. Results are discussed in terms of a taxonomy of multiple sources of stimulus control that underlie socially defined and maintained stimulus classes.<\/jats:p>","DOI":"10.1901\/jeab.1989.52-13","type":"journal-article","created":{"date-parts":[[2006,3,3]],"date-time":"2006-03-03T17:16:29Z","timestamp":1141406189000},"page":"13-25","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["STIMULUS CLASS FORMATION AND CONCEPT LEARNING: ESTABLISHMENT OF WITHIN\u2010 AND BETWEEN\u2010SET GENERALIZATION AND TRANSITIVE RELATIONSHIPS VIA CONDITIONAL DISCRIMINATION PROCEDURES"],"prefix":"10.1002","volume":"52","author":[{"given":"Thomas G.","family":"Haring","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Catherine G.","family":"Breen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Richard E.","family":"Laitinen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,26]]},"reference":[{"key":"e_1_2_1_2_1","volume-title":"Vocational habilitation of severely retarded adults: A direct service technology","author":"Bellamy G. 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