Chapter 1, 'Compositionality, Flexibility, and Context Dependence', covers the essential second step in the NP--accounting for how the postulation of widespread context dependence is compatible with compositionality, the usual explanation for our ability to understand a potentially open-ended class
of novel utterances.
Students classified as dualists by Perry's scheme were better able to contribute to class discussions when guided by scenarios rather than completely open-ended class
discussions, because the scenarios provided more structure (Grossman, 1994).
An open-ended class consists of contiguous stimuli along some continuum, all of which occasion the same response that has been trained to one or a few of the stimuli in that range (Cook, Wright, & Krendrick, 1990; Fields & Reeve, 2001; Goldiamond, 1966; Hull, 1920; Keller & Schoenfeld, 1950; Lea, 1984; Reeve & Fields, 2001; Wasserman et al.
According to mutual selection, the variants that are members of an open-ended class would be those that occasion the selection of the base stimulus during the variant-to-base tests and are also selected in the presence of the same base stimulus during the base-to-variant tests.
An open-ended class is the broadest range of stimuli that occasion the same response.
Thus, no data are available to determine whether all of the stimuli in an open-ended class actually occasion the mutual selection of each other.
Test format appears to be a nonsensory determinant of the stimuli that function as members of an open-ended class.
1988), all of the stimuli would be functioning as members of an open-ended class (Fields & Reeve, in press; Goldiamond, 1962; Herrnstein, 1990; Keller & Schoenfeld, 1950; Lea, 1984; Wasserman et al.
All of the stimuli in both of these classes become related to each other because one stimulus serves as a member of both the equivalence class and the open-ended class (Fields, Adams, Brown, & Verhave, 1993).
A generalized equivalence class can be established by the formation of an equivalence class among the physically disparate stimuli, the formation of an open-ended class among the stimuli that are dimensional variants of each other, and the inclusion of one stimulus as a member of both classes (Fields, Reeve, Adams, & Brown, & Verhave, 1997).
If all of the images in the basal equivalence class and the open-ended class occasion the mutual selection of all other members of both classes, collectively, they would constitute a generalized equivalence class.
Indeed, any close-ended category can be converted to an open-ended class