Matching Functionally Same Relations: Implications for Equivalence-Equivalence As a Model for Analogical Reasoning

Carpentier, Franck; Smeets, Paul M.; Barnes‐Holmes, Dermot

doi:10.1007/bf03395435

Cited by 43 publications

(32 citation statements)

References 28 publications

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“…Conversely, successful performance on the relational task was an extremely good predictor of performance on the vocabulary subtest and the face validity of this subtest as a measure of general language ability is quite high. These findings suggest that, although the relational task and the vocabulary subtest were quite distinct formally, they were quite similar functionally (see Carpentier, Smeets, & Barnes-Holmes, 2002 , for a relevant discussion). Interestingly, these findings are consistent with those of , who recorded brain activation in areas involved in semantic processing (the DLPFC) during derived relational responding, but not in areas involved in simple identification or naming (Broca's area).…”

Section: Discussionmentioning

confidence: 90%

Derived Relational Responding and Performance on Verbal Subtests of the WAIS-III

2005

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Twenty-six monolingual and 46 bilingual college students were assigned to 2 groups on the basis of thei r performance on a complex relational task, an empirical model of instructional control (O'Hora, Barnes-Holmes, Roche, & Smeets, 2004). The subjects were then exposed to the vocabulary, arithmetic, and digit-symbol encoding subtests of the WAIS-ili. Subjects (N = 31) who successfully completed the relational task performed significantly better on the vocabulary and arithmetic subtests than those subjects (N = 44) who failed to do so. No significant differences in relational task performances of these 2 groups were obtained on the digit-symbol encoding subtest. In post-hoc statistical analyses, a low but significant correlation was obtained between the vocabulary and arithmetic scores and the percentage of correct responses emitted in 1 particular training phase of the relational task. Monolingual and bilingual subjects' performances were not significantly different in either the relational task or the WAIS subtests. These findings support the position that derived relational performances may provide a behavioral approach to human language abilities.Derived relational responding, and stimulus equivalence in particular, has been the focus of hundreds of laboratory studies (see Hayes, Sidman, 1994, for reviews). One reason for this interest was the suggestion by Sidman and Tailby (1982) that such relational responding could provide a behavioral model of semantic or symbolic relations. In particular, according to Sidman (1994):

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Section: Discussionmentioning

confidence: 90%

Derived Relational Responding and Performance on Verbal Subtests of the WAIS-III

2005

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“…In conceptualizing analogy in terms of relating derived relations, RFT has generated a growing body of empirical research into various aspects of analogical reasoning in both adults and children (e.g., Carpentier, Smeets, & Barnes-Holmes, 2002Carpentier, Smeets, Barnes-Holmes, & Stewart, 2004;Stewart et al, 2002;see Stewart & BarnesHolmes, 2004, for a review). In all of these studies, however, performance measures always have been restricted to response accuracy (e.g.…”

Section: ____________________________________________________________mentioning

confidence: 99%

Relating Derived Relations as a Model of Analogical Reasoning: Reaction Times and Event-Related Potentials

Barnes‐Holmes

Regan

Barnes‐Holmes

et al. 2005

Journal of the Experimental Analysis of Behavior

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The current study aimed to test a Relational Frame Theory (RFT) model of analogical reasoning based on the relating of derived same and derived difference relations. Experiment 1 recorded reaction time measures of similar-similar (e.g., ''apple is to orange as dog is to cat'') versus different-different (e.g., ''he is to his brother as chalk is to cheese'') derived relational responding, in both speed-contingent and speed-noncontingent conditions. Experiment 2 examined the event-related potentials (ERPs) associated with these two response patterns. Both experiments showed similar-similar responding to be significantly faster than different-different responding. Experiment 2 revealed significant differences between the waveforms of the two response patterns in the left-hemispheric prefrontal regions; different-different waveforms were significantly more negative than similar-similar waveforms. The behavioral and neurophysiological data support the RFT prediction that, all things being equal, similar-similar responding is relationally ''simpler'' than, and functionally distinct from, differentdifferent analogical responding. The ERP data were fully consistent with findings in the neurocognitive literature on analogy. These findings strengthen the validity of the RFT model of analogical reasoning and supplement the behavior-analytic approach to analogy based on the relating of derived relations.

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“…Previous studies, including some with tabletop settings, have shown that children of that age level and even much younger children readily demonstrate visual-visual equivalence (e.g., Barnes, Browne, Smeets, & Roche, 1995;Barnes et al, 1990;Carpentier, Smeets, & Barnes-Holmes, 2002;Devany et aI., 1986;Lazar et aI., 1984;Sidman et aI., 1986;Smeets & Barnes-Holmes, 2003;Whetherby, Karlan, & Spradlin, 1983; but see Saunders, Drake, & Spradlin, 1999). This discrepancy could be related to the fact that the preexperimental tasks trained and tested nonarbitrary stimulus control while experimental tasks required arbitrary stimulus control.…”

Section: Spontaneous Namingmentioning

confidence: 99%

Auditory-Visual and Visual-Visual Equivalence Relations in Children

Smeets

Barnes‐Holmes

2005

Psychol Rec

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Matching Functionally Same Relations: Implications for Equivalence-Equivalence As a Model for Analogical Reasoning

Cited by 43 publications

References 28 publications

Derived Relational Responding and Performance on Verbal Subtests of the WAIS-III

Derived Relational Responding and Performance on Verbal Subtests of the WAIS-III

Relating Derived Relations as a Model of Analogical Reasoning: Reaction Times and Event-Related Potentials

Auditory-Visual and Visual-Visual Equivalence Relations in Children

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