Temporal Relations and Intelligence: Correlating Relational Performance With Performance on the Wais-III

O’Hora, Denis; Peláez, Martha; Barnes‐Holmes, Dermot; Rae, Gordon; Robinson, Karen; Chaudhary, Tahir

doi:10.1007/bf03395638

Cited by 59 publications

(38 citation statements)

References 45 publications

(44 reference statements)

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“…Most notably, the findings extend the work of O'Hora et al (2005) in demonstrating that performances on response-time-based similar/different and temporal relational tasks predict overall IQ as well as subtest scores. Furthermore, unlike O'Hora et al (2005, 2008, the current study employed three different response-time-based measures of relational responding (consistent trials, inconsistent trials, and difference-scores); interestingly, different patterns of significant correlations with IQ were observed across the measures. Regardless of how one interprets these results, the current findings serve to highlight the importance of using multiple measures of relational responding, rather than relying solely on response accuracy.…”

Section: Discussionmentioning

confidence: 90%

“…Perhaps a more extensive intelligence test, such as the WAIS-III, which incorporates a number of verbal and performance subtests, might indicate that relational flexibility loads onto only specific performance measures. In fact, O'Hora et al (2008) found that accuracy on a temporal relations task did indeed correlate with some performance tasks (e.g., block design) but not with others (e.g., matrices and picture completion).…”

Section: Discussionmentioning

confidence: 96%

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Three Chronometric Indices of Relational Responding as Predictors of Performance on a Brief Intelligence Test: The Importance of Relational Flexibility

O'Toole

Barnes‐Holmes

2009

Psychol Rec

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Participants completed a before/after and a similar/different relational task, using the Implicit Relational Assessment Procedure (IRAP), and subsequently took the Kaufman Brief Intelligence Test (K-BIT). For each relational task, response latencies were measured first on consistent trials, where participants responded in accordance with preestablished verbal relations, and then on inconsistent trials, where they responded against these relations. A difference-score was calculated by subtracting consistent from inconsistent response latencies. The inconsistent trials and the difference-score provided measures of relational flexibility. Results showed that faster responding on the IRAP and smaller difference-scores predicted higher IQ. These findings suggest that relational flexibility is an important component of intelligence and might therefore be targeted in educational settings.For humans, the ability to identify relations between objects and events is an integral part of everyday life. They routinely recognize similarities between various stimuli, and they have the ability to make comparisons, learn from analogies, understand a sequence of events, and plan for the future. each of these abilities relies on relational thought, which Gentner and Loewenstein (2002b) referred to as the sine qua non of human cognition. Consistent with this view is the observation that a child's cognitive development is typically observed in the increasing relational complexity of the language and concepts this child employs as he or she grows older (Andrews & Halford, 1998 Gentner & Ratterman, 1991;Hayes, Barnes-Holmes, & Roche, 2001).Although often considered as predominantly the subject matter of cognitive psychology, relational abilities can also be understood from the perspective of behavior analysis. Modern behavioral research into complex relational performances was greatly enhanced by the seminal work of Murray Sidman and colleagues, who developed a methodology for examining what is now known as stimulus equivalence (see Sidman, 1994, for a review). In a typical equivalence experiment, explicit training is given in a number of interrelated stimulus relations, which then produces a number of predicted but untrained relations. For example, if they are trained in A-B and A-C relations, most verbally able humans will spontaneously show B-A, C-B, A-C, and C-A relations. When these untaught relational responses emerge, the three stimuli A, B, and C are said to participate in an equivalence class or a relation of similarity.Although the equivalence relation is the one most widely researched, it is of course just one of the relations that seem to occur in human language and cognition. Among the other relations are those of comparison and difference, as well as hierarchical, spatial, and temporal relations. One of the primary reasons why behavioral researchers have shown such interest in these relational abilities is the apparent relevance to human language and cognition (see Hayes, , for a book-length review).For some time now, th...

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 96%

Three Chronometric Indices of Relational Responding as Predictors of Performance on a Brief Intelligence Test: The Importance of Relational Flexibility

O'Toole

Barnes‐Holmes

2009

Psychol Rec

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“…For instance, O'Hora, Pelaez, and Barnes-Holmes (2005) found that participants who successfully completed a complex relational task performed significantly better on the Vocabulary and Arithmetic subtests of the Wechsler Adult Intelligence Scale (WAIS-III) as compared to participants who failed to do so. O'Hora et al (2008) found that accuracy on temporal (before/after) relational responding correlated well with performance on the Block Design subtest of the WAIS-III. Similarly, O'Toole and found that performance on an Implicit Relational Assessment Procedure (IRAP; D. Barnes-Holmes, Hayden, Barnes-Holmes, & Stewart, 2008) designed to assess participants' fluency in before/after and similar/different relational responding correlated with IQ as measured by the Kaufman Brief Intelligence Test (K-BIT).…”

mentioning

confidence: 86%

A Relational Frame Training Intervention to Raise Intelligence Quotients: A Pilot Study

2011

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“…Over the past two decades this relational account of human language and cognition has gained momentum and stimulated a growing body of empirical research (e.g., O'Hora et al, 2008;Weinstein, Wilson, Drake & Kellum, 2008), applications (e.g., Hayes, 2004;Hayes, luoma, Bond, Masuda, & lillis, 2006), and conceptual controversy (see gross & Fox, 2009, for an overview).…”

Section: Relational Frame Theorymentioning

confidence: 99%

The Dominance of Associative Theorizing in Implicit Attitude Research: Propositional and Behavioral Alternatives

Hughes

Barnes‐Holmes

Houwer³

2011

Psychol Rec

Self Cite

135

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Temporal Relations and Intelligence: Correlating Relational Performance With Performance on the Wais-III

Abstract: Relational frame theory (RFT) Much of the meaning we glean from our world stems from the relations we observe and describe between events. We might be "late" for work, haveDenis O'Hora is now at the

Cited by 59 publications

References 45 publications

Three Chronometric Indices of Relational Responding as Predictors of Performance on a Brief Intelligence Test: The Importance of Relational Flexibility

Three Chronometric Indices of Relational Responding as Predictors of Performance on a Brief Intelligence Test: The Importance of Relational Flexibility

A Relational Frame Training Intervention to Raise Intelligence Quotients: A Pilot Study

The Dominance of Associative Theorizing in Implicit Attitude Research: Propositional and Behavioral Alternatives

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