Emergence of Complex Intraverbals Determined by Simpler Intraverbals

Abstract

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 these stimuli. For example, we asked the groups corresponding to the atomic numbers (the C-A relations). In Experiment 1, we taught A-B and B-C and probed the remaining relations without additional teaching. In Experiment 2, with Categories, participants learned to say the categories of the exemplars (i.e., "What is polonium?" -the correct answer was "an element"). In Experiment 3, with Exemplars, participants learned to say the exemplars of the categories (i.e., "Name a chemical element"; the correct answers were the two chemical elements). The Categories facilitated emergence in some but not all participants. The Exemplars was shown to be effective in promoting the emergence of the emergent relations. These results indicate that the simpler intraverbals (Categories and Exemplars) play a role in the emergence of the more complex intraverbals.

Influence of Verbal Behavior Training on Performance for Sustainable Development in Childhood and Early Adolescence

“…Given the combination of "name" plus "father" the correct answer would be /Miguel/ and for the combination of "name" plus "mother" the correct answer would be /Inés/. To go into detail about this concept of complex intraverbals, the works of Pérez-González et al [63] can be used. This type of complex intraverbal is not usually used in research designs for teaching procedures that include intraverbals, as a simple intraverbal is usually used.…”

Emergence of a three‐sample conditional discrimination as foundation for reasoning capabilities

“…Similar conditional discrimination procedures with two and three samples have been designed for (a) demonstrating selections between two comparisons according to the relations previously established between the two stimuli presented as samples (Pérez‐González, 1994); (b) demonstrating basic learning principles involved in joint (or common) control of two stimuli over comparison selection (Alonso‐Álvarez & Pérez‐González, 2006, 2013; Pérez‐González & Alonso‐Álvarez, 2008); (c) demonstrating further class membership according to the context (e.g., DeRosse & Fields, 2010; Junior & Matos, 1999; Rehfeldt, 2003); (d) classifying objects according to two criteria (Sigurdadóttir et al, 2012); (e) demonstrating emergence of intraverbals after teaching two sets of related operants with AB and AC elements (e.g., Belloso‐Díaz & Pérez‐González, 2015; Carp & Petursdottir, 2012, 2015; Pérez‐González et al, 2008, 2014; Zaring‐Hinkle et al, 2016—see reviews and analysis in Pérez‐González, 2019, 2020); (f) illustrating putative principles involved in cognition as proposed by the advocates of relational frame theory (e.g., Steele & Hayes, 1991); and other purposes. The authors of these and similar studies pointed out the strong functional analogies between the procedures and results used and multiple cognitive phenomena such as establishing relations between words and objects according to contextual stimuli (e.g., Bush et al, 1989), responding “yes” and “no” in a generalized way (e.g., Pérez‐González, 1994), instruction following (e.g., Pérez‐González & Martínez, 2022), concept formation and classification (Wulfert et al, 1994), deductive reasoning (e.g., Belloso‐Díaz & Pérez‐González, 2015; Carp & Petursdottir, 2012, 2015; Pérez‐González et al, 2008), and analogical reasoning (e.g., Barnes et al, 1997; Carpentier et al, 2003a, 2004; García et al, 2008; Pérez Fernández & García García, 2008; Ruiz & Luciano, 2011).…”