Food- and Nonfood-Related Differential Outcomes in Equivalence Learning by Adults with Prader-Willi Syndrome.

摘要: Adults with Prader-Willi syndrome learned the conditional relations necessary for formation of two equivalence classes under four conditions: (a) nondifferential, nonedible outcomes; (b) edible (c) differential, and (d) outcomes. Tests transitive revealed superior performance when differential outcomes procedures, in which a distinct reinforcer was associated each stimulus set, were used during teaching. Performance on test trials following nondifferential training better teaching 4 5 participants. An enhancement derived separated by or three nodal stimuli seen procedure to teach baseline relations.