NumberReferenceKey Words
1Arntzen, E., & Eilertsen, J. M. (2020). Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content. Perspectives on Behavior Science. doi:10.1007/s40614-020-00250-2Carbohydrates . College students . Effectiveness . Nutrition . Stimulus
2Arntzen, E., & Mensah, J. (2020). On the effectiveness of including meaningful pictures in the formation of equivalence classes. Journal of the Experimental Analysis of Behavior, 113(2), 305–321. doi:10.1002/jeab.579
stimulus equivalence, delayed emergence, stimulus location, colorful stimuli, types of test
trials, sorting performance, college students
3Arntzen, E., & Liland, K. H. (2019). Effect of Rapid Responding on Establishment of Conditional Discriminations and Formation of Equivalence Classes. The Psychological Record, 61, 367–378. doi:10.1007/s40732-019-00345-6Stimulus equivalence . Preliminary training . Limited hold . Asymptotic value . Adults
4Arntzen, E., & Nartey, R. K. (2018). Equivalence class formation as a function of preliminary training with pictorial stimuli. Journal of the Experimental Analysis of Behavior, 110(2), 275–291. doi:10.1002/jeab.466stimulus equivalence, pictorial stimuli, simultaneous protocol, simultaneous matching-to-sample,
delayed matching-to-sample, university students
5Arntzen, E., Nartey, R. K., & Fields, L. (2018). Reorganization of equivalence classes: Effects of preliminary training and meaningful stimuli. Journal of the Experimental Analysis of Behavior, 91, 564–586. doi:10.1002/jeab.329stimulus equivalence, classes, class cohesiveness, preliminary training, stimulus reassignment,
college students