Electroencephalography (EEG) in the Study of Equivalence Class Formation. An Explorative Study

Erik Arntzen, Hanna S. Steingrimsdottir

Teaching arbitrary conditional discriminations and testing for derived relations may be essential for understanding changes in cognitive skills. Such conditional discrimination procedures are often used within stimulus equivalence research. For example, the participant is taught AB and BC relations and tested if emergent relations as BA, CB, AC and CA occur. The purpose of the current explorative experiment was to study stimulus equivalence class formation in older adults with electroencephalography (EEG) recordings as an additional measure. The EEG was used to learn about whether there was an indication of cognitive changes such as those observed in neurocognitive disorders (NCD). The present study included four participants who did conditional discrimination training and testing. The experimental design employed pre-class formation sorting and post-class formation sorting of the stimuli used in the experiment. EEG recordings were conducted before training, after training and after testing. The results showed that two participants formed equivalence classes, one participant failed in one of the three test relations, and one participant failed in two of the three test relations. This fourth participant also failed to sort the stimuli in accordance with the experimenter-defined stimulus equivalence classes during post-class formation sorting. The EEG indicated no cognitive decline in the first three participants but possible mild cognitive impairment (MCI) in the fourth participant. The results suggest that equivalence class formation may provide information about cognitive impairments such as those that are likely to occur in the early stages of NCD. The study recommends replications with broader samples.