Testing and Training Analogical Responding in Young Children Using A Relational Evaluation Procedure

Abstract

Analogical responding, or relating relations, as operationally defined by relational frame theory (RFT), is ubiquitous in everyday language and cognition, and is a key component in learning. However, to date, little research on the assessment and training of analogical relations in young children exists in the behavioral literature. The current research aimed to assess and train analogical responding in young, typically developing children. Three 5-year-old children were assessed and trained in relating relations using an RFT-based protocol in a multiple baseline design. Following multiple exemplar training, correct responding increased to criterion levels for all three children, and both generalization and maintenance were observed. Results are discussed in relation to previous research as well as the future testing and training potential of the RFT-based protocol for more complex language.