DISCRIMINATIVE PROCESSES INVOLVED IN REASONING: EMERGENCE OF INTRAVERBALS

Abstract

Intraverbal emergence has been broadly studied. The aim of this paper was analyzing discriminative and related processes involved in that emergence. The variables and results of all known articles that demonstrated emergence were analyzed by comparing the discriminative and related procedures used by the researchers and the emergence outcomes. Discriminative processes involved in learning simple and conditional discriminations, the correlation between stimuli to establish stimulus-stimulus relations, the previous acquisition of the responses of the emergent intraverbals, the previous history with stimuli of the sort of the involved stimuli, the effect of repeating probes, the optimal sequence of teaching and probing, the negative transfer of learning a second response to the same stimulus, and the effects of symmetry were found to explain most emergence results. The lack of some of the related factors resulted in failures to obtain emergence. The successful procedures suggest techniques for promoting the emergence of intraverbals in typically developing children as well as in persons with learning difficulties or developmental delays. Because of the nature of intraverbals, most instances of emergence evidence reasoning.