Emergence of intraverbals with categories as responses after learning intraverbals with elements in reverse stimulus-response functions

Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

“…We extended Smith et al by examining whether listener training could result in a second type of emergent intraverbal responding, namely emergence of reverse intraverbal responding. In reverse intraverbal responding, the B-A relation emerges following training of an A-B relation (Pérez-González et al, 2007 ; Pérez-González et al, 2018 ). For example, the instruction, “name the opposite of thick” (answer, “thin”) can be reversed to, “name the opposite of thin” (answer, “thick”).…”

“…For example, the instruction, “name the opposite of thick” (answer, “thin”) can be reversed to, “name the opposite of thin” (answer, “thick”). There is seemingly no difference between which is taught, and which emerges, and the elements “thick” and “thin” are present in both either as an antecedent or as a response (Pérez-González et al, 2018 ). Bidirectional or reverse relations are present beyond intraverbal behavior and throughout other verbal behavior, such as naming (Horne & Lowe, 1996 ) and categorization (Pérez-González et al, 2018 ), as well as being a property of stimulus equivalence and relational frames (Hayes et al, 2001 ; Miguel, 2016 ; Jennings & Miguel, 2017 ; Sidman & Tailby, 1982 ).…”