This research explored the effect of teaching conditional discriminations with three procedures on the derivation of 36 stimuli relations (derived relations). The stimuli used consisted of three characteristics musical instruments, along with the corresponding picture. In the first experiment six university students were trained with simple stimuli and tested with compound auditory–visual samples; therefore, a one‐to‐many structure was used. In the second experiment, auditory stimuli were replaced by visual stimuli, for the samples used, for new students. A third experiment was implemented with an extra phase of training with compound stimuli for six new students. The structure of the experiments was: pretests (Xbcd–A; Xacd–B; Xabd–C; Xabc–D), training (A–B; A–C; A–D), and posttests (same as pretests). The difference between these conditions was the kind of stimuli used and a new phase of teaching used in condition 3: (Xbcd–A). The results indicate that training with simple stimuli on discriminations that include stimuli that are easy to discriminate from each other (words and sounds) is a sufficient condition for good posttest performance. However, when comparisons are made difficult (words only), participants show better performance on new tests if they have a learning history with compound stimuli.

中文翻译：

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听觉-视觉刺激：对复合刺激对派生关系的影响

这项研究探索了三种条件下教学条件歧视对推导36个刺激关系（派生关系）的影响。所使用的刺激包括三种特征的乐器以及相应的图片。在第一个实验中，对六名大学生进行了简单刺激的培训，并用复合听觉-视觉样本进行了测试；因此，使用了一对多的结构。在第二个实验中，对于新生样本，听觉刺激被视觉刺激所代替。进行了第三个实验，额外的阶段是对6名新生进行复合刺激训练。实验的结构为：前测（Xbcd–A； Xacd–B； Xabd–C； Xabc–D）；训练（A–B； A–C； A–D）；以及后测（与前测相同）。这些条件之间的差异在于所使用的刺激类型和在条件3中使用的新的教学阶段：（Xbcd–A）。结果表明，对包含容易彼此区分的刺激（单词和声音）的区别进行简单刺激的训练是获得良好的测试后表现的充分条件。但是，当比较变得困难（仅单词）时，如果参与者具有复合刺激的学习历史，他们在新测试中的表现会更好。