A Note on the Study of Transitive Relations In Stimulus Sequences

Abstract

This paper presents a pilot investigation of transitive and ordinal relations in stimulus sequences. Through sequence training and probe tests, results showed that participants demonstrated emergent performances consistent with transitivity (e.g., deriving A→C from A→B and B→C) and ordinal class formation. The findings suggest that stimuli can become functionally organized by their serial position, supporting the development of generalized relational responding with implications for language, numerical cognition, and learning processes.