Effectiveness of Different Training and Testing Parameters on the Formation and Maintenance of Equivalence Classes: Investigating Prejudiced Racial Attitudes

Author(s)

Mizael, Tahcita M. ^[1] ; de Almeida, Joao H. ^[1] ; Roche, Bryan ^[2] ; de Rose, Julio C. ^[1]

Affiliation

^[1] Univ Fed Sao Carlos UFSCar, Sao Carlos - Brazil

^[2] Natl Univ Ireland, Maynooth, Kildare - Ireland

• Document type: Journal article
• Source: PSYCHOLOGICAL RECORD; v. 71, n. 2, p. 265-277, JUN 2021.
• Web of Science Citations: 0

Abstract

This study aimed to verify the role of three parameters on the formation of equivalence classes between Black faces and a positive symbol, in children who demonstrated negative bias toward Black faces in a pretest. Maintenance was also verified 6 weeks after equivalence tests. Forty-six children (11 Black; 27 girls) who demonstrated racial bias in a pretest were divided into four groups. All groups first learned AB relations (A1 and A2 were, respectively, a positive and a negative symbol, and B were abstract stimuli) and then BC relations (C1 was a Black face and C2 was an abstract stimulus). The Control Group then advanced immediately to equivalence tests (AC, and CA, without differential consequences). For the Mixed Training Group, a block of trials mixing AB and BC relations, with differential consequences, preceded equivalence tests. For the Feedback Reduction Group, equivalence tests were preceded by a trial block mixing AB and BC relations, but with feedback in 50% of trials. The Symmetry Group received symmetry tests after training of each baseline relation. Thirty-three children showed class formation relating Black faces and the positive symbol, and 27 maintained at least one of the equivalence relations after 6 weeks. Average biases toward Black faces were positive in a posttest, for participants who formed equivalence classes, and remained negative for those that did not form classes. The Control Group showed less pronounced bias reduction and maintenance of relations after 6 weeks, suggesting that these outcomes may be affected by training parameters. (AU)

• FAPESP's process: 14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning
• Grantee: Deisy das Graças de Souza
• Support Opportunities: Research Projects - Thematic Grants
• FAPESP's process: 15/10225-5 - Establishment and maintenance of stimulus equivalence classes with meaningful stimuli using matching to sample and respondent-type procedures: Exploring racial prejudiced attitudes.
• Grantee: Táhcita Medrado Mizael
• Support Opportunities: Scholarships in Brazil - Doctorate
• FAPESP's process: 14/01874-7 - ANALYSIS OF NODALITY EFFECT ON DERIVED RELATIONAL NETWORKS OF SIMILARITY, OPPOSITION AND HIERARCHY.
• Grantee: João Henrique de Almeida
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• FAPESP's process: 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching
• Grantee: Deisy das Graças de Souza
• Support Opportunities: Research Projects - Thematic Grants