Graduation Year

2014

Document Type

Thesis

Degree

M.A.

Degree Name

Master of Arts (M.A.)

Degree Granting Department

Child and Family Studies

Major Professor

Andrew L. Samaha, Ph.D., BCBA-D

Committee Member

Mario Hernandez, Ph.D.

Committee Member

Sarah Bloom, Ph.D., BCBA-D

Keywords

Analogical Reasoning, Equivalence-Equivalence, Relating Relating Relation, Relational Frames, Relational Frame Theory

Abstract

A well-researched line showing equivalence performances in a wide variety of areas has been conducted in the field of Behavior Analysis (BA). One area demonstrates that relating relations is a behavioral account of analogical thinking. Relating relations may have implications for the development of analogical training given that analogical reasoning is seen as the foundation of intelligence yet research in this area is limited. A protocol by Stewart, Barnes-Holmes, and Weil (2009) was developed to train children in analogical reasoning using equivalence-equivalence relations. The purpose of this study was to evaluate an equivalence-equivalence training protocol based on Stewart et al. (2009) and test whether the protocol was effective in training equivalence-equivalence responding to 7 and 8-year-old children. A secondary purpose was to test whether training in equivalence-equivalence responding increased performances on analogical tests. All five participants were dismissed throughout the study. Participant 1 was dismissed during the pre-assessments and all other participants were dismissed during intervention. Because none of the participants passed the equivalence-equivalence training, increases in performance in analogical testes were not analyzed. Individual performance data from training are examined and analyzed to provide an account of the failures to pass the equivalence-equivalence protocol.

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