Sorting (SRT) and matching‐to‐sample (MTS) tests have measured the formation of arbitrary stimulus classes. This experiment used SRT and MTS tests to document the expansion of class size. Thirty‐two participants learned 12 conditional discriminations with a linear series training structure (A➔B➔C➔D➔E). SRT tests documented the formation of 5‐member classes by 17 of the participants. Thereafter, 6‐member class expansion was implemented by FC training. Nine of these 17 participants showed class expansion when tracked with a sequence of an SRT, MTS, and a final SRT test, and the other 8 showed expansion when tracked with a sequence of MTS and SRT tests. Thus, SRT tests documented class expansion, and the sequence of tests did not influence class expansion. The 15 participants who did not form the 5‐member classes learned the baselines for new 3‐member classes (A➔B➔C) and formed them as documented by an SRT test. Then, 4‐member class expansion was implemented by FB training. Expansion was assessed using the above‐mentioned testing sequences. All 15 showed class expansion with 100% correspondence between the SRT and MTS performances. Sorting documented the expansion of arbitrary stimulus classes, while the MTS tests showed that the stimuli also functioned as members of equivalence classes.

中文翻译：

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通过排序性能测量的任意刺激类的扩展和功能转移

排序 (SRT) 和样本匹配 (MTS) 测试测量了任意刺激类别的形成。本实验使用 SRT 和 MTS 测试来记录班级规模的扩大。32 名参与者通过线性序列训练结构 (A➔B➔C➔D➔E) 学习了 12 个条件判别。SRT 测试记录了 17 名参与者形成的 5 人班级。此后，通过FC培训实现6人扩班。这 17 名参与者中有 9 人在使用 SRT、MTS 和最终 SRT 测试的序列进行跟踪时表现出课程扩展，而其他 8 人在使用一系列 MTS 和 SRT 测试进行跟踪时表现出扩展。因此，SRT 测试记录了类扩展，并且测试顺序不影响类扩展。没有组成 5 人班级的 15 名参与者学习了新的 3 人班级 (A➔B➔C) 的基线，并按照 SRT 测试的记录形成了它们。然后，通过FB训练实现4人班级扩展。使用上述测试序列评估扩展。所有 15 人都表现出阶级扩张，SRT 和 MTS 表现之间 100% 对应。排序记录了任意刺激类的扩展，而 MTS 测试表明刺激也作为等价类的成员。