The Psychological Record

Items from 1 to 7 out of 7 results

article

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

Luis Antonio Pérez-González, Carlota Belloso-Díaz, María Caramés-Méndez, Benigno Alonso-Álvarez

The Psychological Record > 2014 > 64 > 3 > 509-526

This research explored some factors involved in the emergence of intraverbals as demonstrated by Pérez-González, Herszlikowicz, and Williams (2008) in three experiments. Eleven adults learned to say the chemical elements corresponding to two chemical groups (the A-B relations) and to say the atomic numbers of two elements (the B-C relations). Thereafter, we probed the relations that result from combining...

article

Effects of Collateral Response Requirements and Exemplar Training on Listener Training Outcomes in Children

Anna Ingeborg Petursdottir, Tracy L. Lepper, Sean P. Peterson

The Psychological Record > 2014 > 64 > 4 > 703-717

We evaluated the effects of collateral response requirements during listener training on the emergence of vocal foreign-language tacts and intraverbals among 4- and 5-year-old children. In Experiment 1, participants were first exposed to auditory-visual match-to-sample training without collateral response requirements. Four participants did not perform to criterion in probes for derived vocal responses,...

article

Exemplars and Categories Necessary for the Emergence of Intraverbals About Transitive Reasoning in Typically Developing Children

Carlota Belloso-Díaz, Luis Antonio Pérez-González

The Psychological Record > 2015 > 65 > 3 > 541-556

This research aimed to explore the effect of teaching Categories on the emergence of the intraverbals studied by Pérez-González, Herszlikowicz, and Williams ( The Psychological Record 58; 95–-129, 2008). Ten 6- and 7-year-old children were recruited and divided into 2 conditions. In Condition 1, 5 children learned intraverbals in which they had to say exemplars of 3 categories (e...

article

Emergent Relations with Compound Stimuli in Conditional and Simple Discriminations: an Experimental Application in Children

Marisol Guerrero, Francisco J. Alós, Juan Antonio Moriana

The Psychological Record > 2015 > 65 > 3 > 475-486

The aim of this research was to examine the effect of discrimination training in the emergence of six new stimuli relations: two conditional discriminations and four simple discriminations (intraverbals). To do so, two experiments comprising a pretest, a training session, and a posttest were performed with twelve typically developing children randomized into two groups of six participants each. Using...

article

Effect of Learning Tacts or Tacts and Intraverbals on the Emergence of Intraverbals About Verbal Categorization

Carlota Belloso-Díaz, Luis Antonio Pérez-González

The Psychological Record > 2015 > 65 > 4 > 749-760

This research explored the effects of teaching tacts with two procedures on the emergence of intraverbals in 5- and 6-year-old children. Three children in Experiment 1 learned 2 verbally controlled tacts in the presence of a picture of a woman. For example, when they were asked “Name the country,” they learned to say her country (e.g., Pakistan); when they were asked “Name the tribe,” they learned...

article

Emergence of Symmetrical Intraverbals Facilitated by Learning Skills With the Intraverbal Responses

Carlota Belloso-Díaz, Luis Antonio Pérez-González

The Psychological Record > 2016 > 66 > 2 > 269-281

The effects of learning tacts and intraverbals with the same response of probed intraverbals on the emergence of symmetrical intraverbals was analyzed in 2 experiments (e.g., “Name the country of the Kalash”–“Pakistan” was probed after learning the intraverbal with the stimulus–response functions interchanged—such as, “Name the tribe of Pakistan”–“The Kalash”). In Experiment 1, the effects of learning...

article

Emergence of Intraverbals with Antonyms Derived From Relations with Verbal and Nonverbal Stimuli

Luis Antonio Pérez-González, Lorena García-Asenjo

The Psychological Record > 2016 > 66 > 3 > 351-368

The present research studied the emergence of intraverbals with antonyms (e.g., “Name the opposite of empty”–“Full”) derived from learning skills with verbal and nonverbal stimuli. Five 3-year-old children learned to select the nonverbal comparison identical to a sample stimulus or of an opposite category from the sample, with a conditional discrimination procedure (e.g., selecting an empty cup in...

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The Psychological Record

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

Effects of Collateral Response Requirements and Exemplar Training on Listener Training Outcomes in Children

Exemplars and Categories Necessary for the Emergence of Intraverbals About Transitive Reasoning in Typically Developing Children

Emergent Relations with Compound Stimuli in Conditional and Simple Discriminations: an Experimental Application in Children

Effect of Learning Tacts or Tacts and Intraverbals on the Emergence of Intraverbals About Verbal Categorization

Emergence of Symmetrical Intraverbals Facilitated by Learning Skills With the Intraverbal Responses

Emergence of Intraverbals with Antonyms Derived From Relations with Verbal and Nonverbal Stimuli

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