Effect of age and type of reinforcer in the equivalence – equivalence by a partition procedure
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Keywords

Equivalence classes
functional classes
partition
equivalence-equivalence
analogical reasoning
children.

How to Cite

Garcia, A., Pérez González, F., Martín Vera, R., Gutiérrez Domínguez, M., Gómez Bujedo, J., Pérez Fernández, V., & Benjumea Rodriguez, S. (2011). Effect of age and type of reinforcer in the equivalence – equivalence by a partition procedure. International Journal of Psychological Research, 4(1), 7–15. https://doi.org/10.21500/20112084.788

Abstract

Equivalence – Equivalence responding (Barnes et al., 1997), based on derived or non-explicitly trained relational responding, supports a behaviour-analytic model of analogical reasoning. Conditional discriminations are the most common procedure used to train its prerequisites. In this exploratory work we test Vaughan’s (1988) simple discrimination procedure instead to derive Eq-Eq responses in children. Two factors were assessed: type of reinforcer used (primary or secondary) and age of participants (9-10 or 12-13 years). The procedure successfully leaded to the derivation of equivalence – equivalence responses, and both factors influenced the results: selecting older children and applying primary reinforcement leaded to faster learning and better results in the equivalence – equivalence test. No interaction between factors was found. This training procedure can provide a new way to investigate the behavioural prerequisites of this important ability
https://doi.org/10.21500/20112084.788
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References

Barnes, D., Hegarty, N. y Smeets, P. M. (1997). Relating equivalence relations to equivalence relations: A relational framing model of complex human functioning. Analysis of Verbal Behavior, 14, 57-83.

Benjumea, S. (1993). Condicionamiento instrumental humano. In J. I. Navarro (Ed.), Aprendizaje y memoria humana. Aspectos básicos y evolutivos (pp. 441-479). Madrid: McGraw-Hill.

Bohórquez, C., García, A., Gutiérrez, M. T., Gómez, J. y Pérez, V. (2002). Efecto del entrenamiento en reflexividad y la evaluación de equivalencia en la competencia entre relaciones arbitrarias y no arbitrarias en el paradigma equivalencia-equivalencia. International Journal of Psychology & Psychological Therapy, 2(1), 41-56.

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