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The current study evaluated the effectiveness of a successive matching-to-sample (S-MTS) procedure with a go/no-go preparation to establish three 3-member classes of visual stimuli with 24 undergraduate college students. At the start of each trial, participants touched a sample stimulus after which a comparison immediately appeared in the same location on the screen. Then, depending on the relation between sample and comparison, participants were required to either touch the comparison (i.e., go) or to refrain from touching it (i.e., no-go). The comparison remained on the screen for 8 s independent of participants' responses. Following training of baseline relations (AB/BC), responses to untrained relations (i.e., BA/CB and AC/CA) were assessed. Overall, 22 out of 24 participants met emergence criterion on AC/CA tests, with reaction times to comparisons below 5 s indicating that S-MTS may be a viable alternative to traditional MTS to establish equivalence classes. [ABSTRACT FROM AUTHOR]

The current study evaluated the effectiveness of a go/no‐go successive matching‐to‐sample procedure (S‐MTS) to establish auditory–visual equivalence classes with college students. A sample and a comparison were presented, one at a time, in the same location. During training, after an auditory stimulus was presented, a green box appeared in the center of the screen for participants to touch to produce the comparison. Touching the visual comparison that was related to the auditory sample (e.g., A1B1) produced points, while touching or refraining from touching an unrelated comparison (e.g., A1B2) produced no consequences. Following AB/AC training, participants were tested on untrained relations (i.e., BA/CA and BC/CB), as well as tacting and sorting. During BA/CA relations tests, after touching the visual sample, the auditory stimulus was presented along with a white box for participants to respond. During BC/CB relations tests, after touching the visual sample, a visual comparison appeared. Across 2 experiments, all participants met emergence criterion for untrained relations and for sorting. Additionally, 14 out of 24 participants tacted all visual stimuli correctly. Results suggest the auditory–visual S‐MTS procedure is an effective alternative to simultaneous MTS for establishing conditional relations and auditory‐visual equivalence classes. [ABSTRACT FROM AUTHOR]