LANNY FIELDS

Title	Professor
Area	Psychology
Ph.D.	Columbia University, 1968
Office	201 Razran
E-mail	lanny.fields@qc.cuny.edu
Office Phone	718-997-3535

Professional Activities:

Society Memberships:
    American Psychological Association: Fellow, Divisions 2, 6 and 25
    The Psychonomic Society
    Sigma Xi
    American Psychological Society
    Cambridge Center for Behavioral Studies
    Eastern Psychological Association


Editorial Boards:
    European Journal of Behavior Analysis
    Journal of the Experimental Analysis of Behavior
    The Psychological Record

Research Interests:

Variables that induce the formation of conceptual classes, and that enhance the ability to categorize and classify information.
The neural substrates of concept formation.

Selected Publications:

    Fields, L., Travis, R., Yadlovker, D. E., Roy, D., de Aguiar-Rocha, L., & Sturmey, P. (in press). Equivalence class formation: A method for teaching statistical interactions. Journal of Applied Behavior Analysis.

    Mackay, H., & Fields, L. (in press). Syntax, Grammatical Transformation, and Productivity: A Synthesis of Stimulus Sequences, Equivalence Classes, and Contextual Control. In Derived Relational Responding: Applications for Learners with Autism and Other Developmental Disabilities. R.A. Refeldt and Y. Barnes-Holmes (Eds.). New Harbinger: London.

    Fields, L., & Moss, P. (2008). The formation of partially elaborated and fully elaborated generalized equivalence classes. Journal of the Experimental Analysis of Behavior, 90, 135-168.

    Fields, L., & Watanabe, M. (2008). Relatedness of stimuli in equivalence classes: Effects of contingencies and nodal structure. Journal of the Experimental Analysis of Behavior, 89, 359-381.

    Fields, L., & Moss, P. (2007). Effects of contingency and nodal structure on stimulus relatedness in equivalence classes: History and Integration. European Journal of Behavior Analysis, 8, 141-160.

    Lee, R., Sturmey, P., & Fields, L. (2007). Schedule induced and operant mechanisms that influence response variability: A review of implications for future investigations. The Psychological Record, 57, 429-457.

    Fields, L., Tittelbach, D., Shamoun, K., Fitzer, A., Watanabe, M., & Matneja, P. (2007). The effect of training variables on the formation of linked perceptual classes. Journal of the Experimental Analysis of Behavior, 87, 97-119.

    Fields, L., Reeve, K.F., Matneja, P., Varelas, A., Belanich, J., Fitzer, A, & Shamoun, K. (2002). The formation of generalized categorization repertoires: Effect of multiple domain, sample, and comparison training. Journal of the Experimental Analysis of Behavior, 78, 291-313.

    Fields, L., & Reeve, K. F. (2001). A methodological integration of generalized equivalence classes, natural categories, and cross modal perception. The Psychological Record, 51, 67-88.

    Fields, L. & Reeve, K. F. (2000). Equivalence classes and natural categories from the generalization of perceptual and relational classes (Pp. 59-83). In J. C. Leslie & D. Blackman (Eds.) Issues in Experimental and Applied Analyses of Human Behavior. Context Press: Reno, NV.

   Belanich, J., & Fields, L. (1999). Tactual equivalence classes and cross modal transfer. The Psychological Record, 49, 75-91.

    Fields, L. (1996). The evidence for naming as a cause or facilitator of equivalence class formation. Journal of the Experimental Analysis of Behavior, 65, 279-282.

    Meehan, E., & Fields, L. (1995). Contextual control of class membership in new equivalence classes. The Psychological Record, 45, 165-182.

    Fields, L., & Verhave, T. (1987). The structure of equivalence classes. Journal of the Experimental Analysis of Behavior, 48, 317-332.

    Fields, L., Bruno, V., & Keller, K. (1976). The stages of acquisition in fading. Journal of the Experimental Analysis of Behavior, 26, 295-300.