Generality as an Interaction between Recombinative Generalization and Derived Relational Responding

Abstract

Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning. We sought to demonstrate how decontextualized and logically organized instruction would lead to derived and contextually appropriate recombinative generalization and arbitrarily applicable relational responding (AARRing) in multiple contexts. Study stimuli (noun-verb combinations) were arranged in a 3x3 matrix, and individual components were arranged based on assigned arbitrary equivalence classes. Three children with developmental and intellectual disabilities (ages 9-11) participated in this project. We first established individual relations between toys and corresponding signs in American Sign Language. For participants who did not engage in compound responding (noun-verb combinations), training was provided in combinations on the diagonal of the matrix. Following the successful derivation of untrained compound stimuli (recombinative generalization), we provided equivalence-based instruction for component parts, teaching relations between signs and arbitrary stimuli. Following instruction, all participants engaged in derivative responding, providing evidence of AARRing for component parts, AARRing for compound stimuli, and AARRing the context of a game. This outcome demonstrates how teaching simple relations can result in learning that manifests across contexts.