Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad

Several studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge....

Full description

Autores:: Quezada-Velázquez, Adriana Gabriela
Padilla-Vargas, María Antonia
Flores-Aguirre, Carlos Javier

Tipo de recurso:: Article of journal

Fecha de publicación:: 2018

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: eng
spa
por

id	UCATOLICA2_4570319b03cd3a988516b939d60d1499
oai_identifier_str	oai:repository.ucatolica.edu.co:10983/15654
network_acronym_str	UCATOLICA2
network_name_str	RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad
dc.title.translated.eng.fl_str_mv	Equivalence class formation in 11-month-old pre-linguistic infants Formação de classes de equivalência em crianças pré-linguísticas de 11 meses de idade
title	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad
spellingShingle	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad RELACIONES DE EQUIVALENCIA DESARROLLO LINGÜÍSTICO NOMBRAMIENTO IGUALACIÓN ARBITRARIA NIÑOS PRELINGÜÍSTICOS EQUIVALENCE RELATIONS LANGUAGE DEVELOPMENT NAMING ARBITRARY MATCHING-TO-SAMPLE PRE-LINGUISTIC INFANTS CRIANÇAS PRÉ-LINGUÍSTICAS DESENVOLVIMENTO LINGUÍSTICO IGUALAÇÃO ARBITRÁRIA NOMEAR RELAÇÕES DE EQUIVALÊNCIA
title_short	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad
title_full	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad
title_fullStr	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad
title_full_unstemmed	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad
title_sort	Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad
dc.creator.fl_str_mv	Quezada-Velázquez, Adriana Gabriela Padilla-Vargas, María Antonia Flores-Aguirre, Carlos Javier
dc.contributor.author.spa.fl_str_mv	Quezada-Velázquez, Adriana Gabriela Padilla-Vargas, María Antonia Flores-Aguirre, Carlos Javier
dc.subject.proposal.spa.fl_str_mv	RELACIONES DE EQUIVALENCIA DESARROLLO LINGÜÍSTICO NOMBRAMIENTO IGUALACIÓN ARBITRARIA NIÑOS PRELINGÜÍSTICOS EQUIVALENCE RELATIONS LANGUAGE DEVELOPMENT NAMING ARBITRARY MATCHING-TO-SAMPLE PRE-LINGUISTIC INFANTS CRIANÇAS PRÉ-LINGUÍSTICAS DESENVOLVIMENTO LINGUÍSTICO IGUALAÇÃO ARBITRÁRIA NOMEAR RELAÇÕES DE EQUIVALÊNCIA
topic	RELACIONES DE EQUIVALENCIA DESARROLLO LINGÜÍSTICO NOMBRAMIENTO IGUALACIÓN ARBITRARIA NIÑOS PRELINGÜÍSTICOS EQUIVALENCE RELATIONS LANGUAGE DEVELOPMENT NAMING ARBITRARY MATCHING-TO-SAMPLE PRE-LINGUISTIC INFANTS CRIANÇAS PRÉ-LINGUÍSTICAS DESENVOLVIMENTO LINGUÍSTICO IGUALAÇÃO ARBITRÁRIA NOMEAR RELAÇÕES DE EQUIVALÊNCIA
description	Several studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge. The objective of the present study was to evaluate the emergence of equivalence relations in pre-linguistic infants. Five infants aged 11-to-12 months received training in four conditional discriminations (A1-B1, A2-B2, B1-C1, and B2-C2) in order to establish two three-member classes. The participants were tested in reflexivity, symmetry, transitivity and equivalence, and all scored higher than 75% on all tests. On the reflexivity tests, percentages were above 80%; on the symmetry tests, they varied from 75% to 100%; on the transitivity tests, they averaged 75%; while on the equivalence tests results ranged from 87.5% to 100% of correct responses. These results suggest that displaying some degree of expressive language is not necessary for the emergence of equivalence relations.
publishDate	2018
dc.date.accessioned.spa.fl_str_mv	2018-02-28T20:47:00Z
dc.date.available.spa.fl_str_mv	2018-02-28T20:47:00Z
dc.date.issued.spa.fl_str_mv	2018-02
dc.type.spa.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_6501
dc.type.content.spa.fl_str_mv	Text
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/article
dc.type.redcol.spa.fl_str_mv	http://purl.org/redcol/resource_type/ART
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/publishedVersion
format	http://purl.org/coar/resource_type/c_6501
status_str	publishedVersion
dc.identifier.citation.spa.fl_str_mv	Quezada-Velázquez, A., Padilla-Vargas, M., & Flores-Aguirre, C. (2017). Equivalence class formation in 11-month-old pre-linguistic infants-Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad-Formação de classes de equivalência em crianças pré-linguísticas de 11 meses de idade. Acta Colombiana de Psicología, 21(1). Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1397
dc.identifier.issn.spa.fl_str_mv	0123-9155
dc.identifier.uri.spa.fl_str_mv	http://hdl.handle.net/10983/15654
identifier_str_mv	Quezada-Velázquez, A., Padilla-Vargas, M., & Flores-Aguirre, C. (2017). Equivalence class formation in 11-month-old pre-linguistic infants-Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad-Formação de classes de equivalência em crianças pré-linguísticas de 11 meses de idade. Acta Colombiana de Psicología, 21(1). Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1397 0123-9155
url	http://hdl.handle.net/10983/15654
dc.language.iso.spa.fl_str_mv	eng spa por
language	eng spa por
dc.relation.ispartof.spa.fl_str_mv	Acta Colombiana de Psicología, Vol. 21, no. 1 (ene.-jun. 2018); p. 280-289
dc.relation.references.spa.fl_str_mv	Arntzen, E., & Nikolaisen, S. L. (2011). Establishing equivalence classes in children using familiar and abstract stimuli and many-to-one and one-to-many training structures. European Journal of Behavior Analysis, 12(1), 105-120. DOI: 10.1080/15021149.2011.11434358. Arntzen, E., & Vaidya, M. (2008). The effect of baseline training structure on equivalence class formation in children. Experimental Analysis of Human Behavior Bulletin, 29, 1-8. Recuperado de https://www.researchgate.net/publication/237010587_The_effect_of_baseline_training_structure_on_equivalence_class_formation_in_children. Carp, C. L., & Petursdottir, A. I. (2015). Intraverbal naming and equivalence class formation in children. Journal of the Experimental Analysis of Behavior, 104(3), 223-240. DOI: 10.1002/jeab.183. Carr, D., Wilkinson, K. M., Blackman, D., & McIlvane, W. J. (2000). Equivalence classes in individuals with minimal verbal repertories. Journal of the Experimental Analysis of Behavior, 74(1), 101-114. DOI:10.1901/jeab.2000.74-101. De Alcântara Gil, M. S. C., de Oliveira, T. P., & McIlvane, W. J. (2011). Conditional Discriminations by Preverbal Children in an Identity Matching-to-Sample Task. The Psychological Record, 61(3), 327-340. Recuperado de https://www.ncbi. nlm.nih.gov/pmc/articles/PMC3182459/. Devany, J., Hayes, S. C., & Nelson, R. O. (1986). Equivalence class formation in language-able and language-disabled children. Journal of the Experimental Analysis of Behavior, 46(3), 243-258. DOI: 10.1901/jeab.1986.46-243. Dugdale, N., & Lowe, F. C. (1990). Naming and stimulus equivalence. En D. E. Blackman & H. Lejeune (Eds). Behavior Analysis in Theory and Practice: Contributions and Controversies (pp.115-138). Hillsdale: Lawrence Erlbaum Associates, Publishers. Fields, L., & Verhave, T. (1987). The structure of equivalence classes. Journal of the experimental analysis of behavior, 48(2), 317-332. DOI: 10.1901/jeab.1987.48-317. Fields, L., Verhave, T., & Fath, S. (1984). Stimulus equivalence and transitive associations: A methodological analysis. Journal of the Experimental Analysis of behavior, 42(3), 143-157. DOI: 10.1901/jeab.1984.42-143. Horne, P. J., Hughes, J. C., & Lowe, C. F. (2006). Naming and categorization in young children. IV. Listener behavior training and transfer of function. Journal of the Experimental Analysis of Behavior, 85(2), 247-273. DOI: 10.1901/ jeab.2006.125-04. Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(1), 185-24. DOI: 10.1901/ jeab.1996.65-185. Horne, P. J., Lowe, C. F., & Randle, V. R. L. (2004). Naming and categorization in young children: II. Listener Behavior training. Journal of the Experimental Analysis of Behavior, 81(3), 267-288. DOI: 10.1901/jeab.2004.81-267. Jordan, C. R., Pilgrim, C., & Galizio, M. (2001). Conditional discrimination and stimulus equivalence in young children following three different baseline training procedures. Experimental Analysis of Human Behavior Bulletin, 19, 3-7. Lazar, R. M., Davis-Lang, D., & Sanchez, L. (1984). The formation of visual stimulus equivalence in children. Journal of the Experimental Analysis of Behavior, 41(3), 251-266. DOI: 10.1901/jeab.1984.41-251. Lowe, C. F., Horne, P. J., Harris, F. D. A., & Randle, V. R. L. (2002). Naming and categorization in young children vocal tact training. Journal of the Experimental Analysis of Behavior, 78(3), 527-549. DOI: 10.1901/jeab.2002.78-527. Luciano, C., Gómez-Becerra, I., & Rodríguez-Valverde, M. (2007). The role of multiple-exemplar training and naming in establishing derived equivalence in an infant. Journal of the Experimental Analysis of Behavior, 87(3), 349-365. DOI: 10.1901/jeab.2007.08-06. McIlvane, W. J., Gerard, C. J., Kledaras, J. B., Mackay, H. A., & Lionello-DeNolf, K. M. (2016). Teaching stimulus–stimulus relations to minimally verbal individuals: reflections on technology and future directions. European Journal of Behavior Analysis, 17(1), 49-68. DOI:10.1080/15021149.2 016.1139363. Newborg, J., Stock, J. R., & Wnek, L. (1996). Inventario del desarrollo BATTELLE. España: TEA Ediciones. O’Donnell, J., & Saunders, K. J. (2003). Equivalence relations in individuals with language limitations and mental retardation. Journal of the Experimental Analysis of Behavior, 80(1), 131-157. DOI: 10.1901/jeab.2003.80-131. Peláez, M., Gewirtz, J. L., Sanchez, A., & Mahabir, N. M. (2000). Exploring stimulus equivalence formation in infants. Behavior Development Bulletin, 9(1), 20-25. Recuperado de http://psycnet.apa.org/journals/bdb/9/1/20.html. Pilgrim, C., Click, R., & Galizio, M. (2011). A Developmental Analysis of Children's Equivalence-class Formation and Disruption. Acta de investigación psicológica, 1(1), 55-76. Recuperado de http://scielo.org.mx/scielo.php?script=sci_ arttext&pid=S 2007-48322011000100006&lng=es&tlng= en. Saunders, R. R., Drake, K. M., & Spradlin, J. E. (1999). Equivalence class establishment, expansion, and modification in preschool children. Journal of the Experimental Analysis of Behavior, 71(2), 195-214. DOI: 10.1901/jeab.1999.71-195. Sidman, M. (1990). Equivalence Relations: Where do they come from? En D. E. Blackman & H. Lejeune (Eds.), Behavior Analysis in Theory and Practice: Contributions and Controversies (pp. 93-114). Hillsdale: Lawrence Erlbaum Associates, Publishers. Sidman, M. (1994). Equivalence relations and contingency analysis: the analytic units. En M. Sidman, Equivalence relations and behavior: A research story (pp. 321-365). Boston: Authors Cooperative, Inc. Sidman, M. (2000). Equivalence relations and the reinforcement contingency. Journal of the Experimental Analysis of Behavior, 74(1), 127-146. DOI:10.1901/jeab.2000.74-127. Sidman, M. (2009). Equivalence relations and behavior: an introductory tutorial. The Analysis of Verbal Behavior, 25(1), 5-17. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC2779070/. Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: an expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37(1), 5-22. DOI: 10.1901/jeab.1982.37-5.
dc.rights.spa.fl_str_mv	Derechos Reservados - Universidad Católica de Colombia, 2018
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.creativecommons.spa.fl_str_mv	Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.uri.spa.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv	Derechos Reservados - Universidad Católica de Colombia, 2018 Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Universidad Católica de Colombia. Facultad de Psicología
institution	Universidad Católica de Colombia
bitstream.url.fl_str_mv	https://repository.ucatolica.edu.co/bitstreams/11c302fd-31bf-4d18-bb3b-7ee77672a1b2/download https://repository.ucatolica.edu.co/bitstreams/628e4514-6222-4832-a3d9-dc04c6548373/download https://repository.ucatolica.edu.co/bitstreams/57ee38e0-b939-48d5-ae6d-6171d24c45c0/download https://repository.ucatolica.edu.co/bitstreams/00bac959-1ca3-47a5-a030-0e991b31b6b8/download https://repository.ucatolica.edu.co/bitstreams/48074a33-f93a-4dce-957f-113f6647fd84/download https://repository.ucatolica.edu.co/bitstreams/a33bb698-5249-4e79-82fd-ed21ae96fd7d/download
bitstream.checksum.fl_str_mv	25d387418a1ab88e8ad469c7ce5c1794 316646a09393a362b27c49fdacab7b12 a35a583e539fd1f9db3e2da944345f50 ed1eadd73cffe603368b49219e1904b8 b5739bc920fea70f93960b9a1536295c ed092b16627fa10e1a602bb2f5465b7b
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Católica de Colombia - RIUCaC
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1814256318367662080
spelling	Quezada-Velázquez, Adriana Gabriela46231e77-6f8d-432c-ab28-7b887ccd4da5-1Padilla-Vargas, María Antonia92f9bf69-8ab8-43c7-9b99-2e19d613ee9b-1Flores-Aguirre, Carlos Javier89d8e43d-0818-431e-b9db-fded001d73f1-12018-02-28T20:47:00Z2018-02-28T20:47:00Z2018-02Several studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge. The objective of the present study was to evaluate the emergence of equivalence relations in pre-linguistic infants. Five infants aged 11-to-12 months received training in four conditional discriminations (A1-B1, A2-B2, B1-C1, and B2-C2) in order to establish two three-member classes. The participants were tested in reflexivity, symmetry, transitivity and equivalence, and all scored higher than 75% on all tests. On the reflexivity tests, percentages were above 80%; on the symmetry tests, they varied from 75% to 100%; on the transitivity tests, they averaged 75%; while on the equivalence tests results ranged from 87.5% to 100% of correct responses. These results suggest that displaying some degree of expressive language is not necessary for the emergence of equivalence relations.Em vários estudos, tem-se tentado avaliar o papel da nomeação na emergência de relações de equivalência, contudo os resultados são inconsistentes, visto que, por um lado, existem relatos de emergência de equivalência em ausência de nomeação e, por outro, alguns autores indicam que a nomeação é necessária para que emerja equivalência. O objetivo deste estudo foi avaliar a emergência de relações de equivalência em crianças pré-linguísticas; especificamente, usou-se uma amostra de cinco crianças de entre 11 e 12 meses que foram treinadas em quatro discriminações condicionais (A1-B1, A2-B2, B1-C1, B2C2) para formar duas classes de três membros. Os participantes foram avaliados em reflexividade, simetria, transitividade e equivalência, e todos atingiram pontuações maiores a 75 % de acertos em todos os testes. Como resultado, as porcentagens de respostas corretas foram maiores a 80 % no teste de reflexividade, variaram entre 87.5 % e 100 % no de equivalência. Esses resultados apontam a que não é necessário contar com algum tipo de repertório linguístico expressivo para que relações de equivalência emerjam. Palavras-chave: crianças pré-linguísticas, desenvolvimento linguístico, igualação arbitrária, nomear, relações de equivalência.En varios estudios se ha intentado evaluar el rol del nombramiento en la emergencia de relaciones de equivalencia, sin embargo, los resultados son inconsistentes, ya que existen reportes de emergencia de equivalencia en ausencia de nombramiento, y algunos autores señalan que el nombramiento es necesario para que emerja equivalencia. El objetivo del presente estudio fue evaluar la emergencia de relaciones de equivalencia en niños prelingüísticos. Se usó una muestra de cinco infantes de entre 11 y 12 meses de edad que fueron entrenados en cuatro discriminaciones condicionales (A1-B1, A2-B2, B1-C1, B2-C2) para formar dos clases de tres miembros. Los participantes fueron evaluados en reflexividad, simetría, transitividad y equivalencia, y todos lograron puntajes mayores al 75 % de aciertos en todas las pruebas. Como resultado, los porcentajes de respuestas correctas fueron mayores al 80 % en la prueba de reflexividad, variaron entre 75 y 100 % en la de simetría, promediaron 75 % en la de transitividad, y variaron entre 87.5 % y 100 % en la de equivalencia. Estos resultados apuntan a que no es necesario contar con algún tipo de repertorio lingüístico expresivo para que emerjan relaciones de equivalencia.application/pdfQuezada-Velázquez, A., Padilla-Vargas, M., & Flores-Aguirre, C. (2017). Equivalence class formation in 11-month-old pre-linguistic infants-Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad-Formação de classes de equivalência em crianças pré-linguísticas de 11 meses de idade. Acta Colombiana de Psicología, 21(1). Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/13970123-9155http://hdl.handle.net/10983/15654engspaporUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 21, no. 1 (ene.-jun. 2018); p. 280-289Arntzen, E., & Nikolaisen, S. L. (2011). Establishing equivalence classes in children using familiar and abstract stimuli and many-to-one and one-to-many training structures. European Journal of Behavior Analysis, 12(1), 105-120. DOI: 10.1080/15021149.2011.11434358.Arntzen, E., & Vaidya, M. (2008). The effect of baseline training structure on equivalence class formation in children. Experimental Analysis of Human Behavior Bulletin, 29, 1-8. Recuperado de https://www.researchgate.net/publication/237010587_The_effect_of_baseline_training_structure_on_equivalence_class_formation_in_children.Carp, C. L., & Petursdottir, A. I. (2015). Intraverbal naming and equivalence class formation in children. Journal of the Experimental Analysis of Behavior, 104(3), 223-240. DOI: 10.1002/jeab.183.Carr, D., Wilkinson, K. M., Blackman, D., & McIlvane, W. J. (2000). Equivalence classes in individuals with minimal verbal repertories. Journal of the Experimental Analysis of Behavior, 74(1), 101-114. DOI:10.1901/jeab.2000.74-101.De Alcântara Gil, M. S. C., de Oliveira, T. P., & McIlvane, W. J. (2011). Conditional Discriminations by Preverbal Children in an Identity Matching-to-Sample Task. The Psychological Record, 61(3), 327-340. Recuperado de https://www.ncbi. nlm.nih.gov/pmc/articles/PMC3182459/.Devany, J., Hayes, S. C., & Nelson, R. O. (1986). Equivalence class formation in language-able and language-disabled children. Journal of the Experimental Analysis of Behavior, 46(3), 243-258. DOI: 10.1901/jeab.1986.46-243.Dugdale, N., & Lowe, F. C. (1990). Naming and stimulus equivalence. En D. E. Blackman & H. Lejeune (Eds). Behavior Analysis in Theory and Practice: Contributions and Controversies (pp.115-138). Hillsdale: Lawrence Erlbaum Associates, Publishers.Fields, L., & Verhave, T. (1987). The structure of equivalence classes. Journal of the experimental analysis of behavior, 48(2), 317-332. DOI: 10.1901/jeab.1987.48-317.Fields, L., Verhave, T., & Fath, S. (1984). Stimulus equivalence and transitive associations: A methodological analysis. Journal of the Experimental Analysis of behavior, 42(3), 143-157. DOI: 10.1901/jeab.1984.42-143.Horne, P. J., Hughes, J. C., & Lowe, C. F. (2006). Naming and categorization in young children. IV. Listener behavior training and transfer of function. Journal of the Experimental Analysis of Behavior, 85(2), 247-273. DOI: 10.1901/ jeab.2006.125-04.Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(1), 185-24. DOI: 10.1901/ jeab.1996.65-185.Horne, P. J., Lowe, C. F., & Randle, V. R. L. (2004). Naming and categorization in young children: II. Listener Behavior training. Journal of the Experimental Analysis of Behavior, 81(3), 267-288. DOI: 10.1901/jeab.2004.81-267.Jordan, C. R., Pilgrim, C., & Galizio, M. (2001). Conditional discrimination and stimulus equivalence in young children following three different baseline training procedures. Experimental Analysis of Human Behavior Bulletin, 19, 3-7.Lazar, R. M., Davis-Lang, D., & Sanchez, L. (1984). The formation of visual stimulus equivalence in children. Journal of the Experimental Analysis of Behavior, 41(3), 251-266. DOI: 10.1901/jeab.1984.41-251.Lowe, C. F., Horne, P. J., Harris, F. D. A., & Randle, V. R. L. (2002). Naming and categorization in young children vocal tact training. Journal of the Experimental Analysis of Behavior, 78(3), 527-549. DOI: 10.1901/jeab.2002.78-527.Luciano, C., Gómez-Becerra, I., & Rodríguez-Valverde, M. (2007). The role of multiple-exemplar training and naming in establishing derived equivalence in an infant. Journal of the Experimental Analysis of Behavior, 87(3), 349-365. DOI: 10.1901/jeab.2007.08-06.McIlvane, W. J., Gerard, C. J., Kledaras, J. B., Mackay, H. A., & Lionello-DeNolf, K. M. (2016). Teaching stimulus–stimulus relations to minimally verbal individuals: reflections on technology and future directions. European Journal of Behavior Analysis, 17(1), 49-68. DOI:10.1080/15021149.2 016.1139363.Newborg, J., Stock, J. R., & Wnek, L. (1996). Inventario del desarrollo BATTELLE. España: TEA Ediciones.O’Donnell, J., & Saunders, K. J. (2003). Equivalence relations in individuals with language limitations and mental retardation. Journal of the Experimental Analysis of Behavior, 80(1), 131-157. DOI: 10.1901/jeab.2003.80-131.Peláez, M., Gewirtz, J. L., Sanchez, A., & Mahabir, N. M. (2000). Exploring stimulus equivalence formation in infants. Behavior Development Bulletin, 9(1), 20-25. Recuperado de http://psycnet.apa.org/journals/bdb/9/1/20.html.Pilgrim, C., Click, R., & Galizio, M. (2011). A Developmental Analysis of Children's Equivalence-class Formation and Disruption. Acta de investigación psicológica, 1(1), 55-76. Recuperado de http://scielo.org.mx/scielo.php?script=sci_ arttext&pid=S 2007-48322011000100006&lng=es&tlng= en.Saunders, R. R., Drake, K. M., & Spradlin, J. E. (1999). Equivalence class establishment, expansion, and modification in preschool children. Journal of the Experimental Analysis of Behavior, 71(2), 195-214. DOI: 10.1901/jeab.1999.71-195.Sidman, M. (1990). Equivalence Relations: Where do they come from? En D. E. Blackman & H. Lejeune (Eds.), Behavior Analysis in Theory and Practice: Contributions and Controversies (pp. 93-114). Hillsdale: Lawrence Erlbaum Associates, Publishers.Sidman, M. (1994). Equivalence relations and contingency analysis: the analytic units. En M. Sidman, Equivalence relations and behavior: A research story (pp. 321-365). Boston: Authors Cooperative, Inc.Sidman, M. (2000). Equivalence relations and the reinforcement contingency. Journal of the Experimental Analysis of Behavior, 74(1), 127-146. DOI:10.1901/jeab.2000.74-127. Sidman, M. (2009). Equivalence relations and behavior: an introductory tutorial. The Analysis of Verbal Behavior, 25(1), 5-17. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC2779070/.Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: an expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37(1), 5-22. DOI: 10.1901/jeab.1982.37-5.Derechos Reservados - Universidad Católica de Colombia, 2018info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2RELACIONES DE EQUIVALENCIADESARROLLO LINGÜÍSTICONOMBRAMIENTOIGUALACIÓN ARBITRARIANIÑOS PRELINGÜÍSTICOSEQUIVALENCE RELATIONSLANGUAGE DEVELOPMENTNAMINGARBITRARY MATCHING-TO-SAMPLEPRE-LINGUISTIC INFANTSCRIANÇAS PRÉ-LINGUÍSTICASDESENVOLVIMENTO LINGUÍSTICOIGUALAÇÃO ARBITRÁRIANOMEARRELAÇÕES DE EQUIVALÊNCIAFormación de clases de equivalencia en niños prelingüísticos de 11 meses de edadEquivalence class formation in 11-month-old pre-linguistic infantsFormação de classes de equivalência em crianças pré-linguísticas de 11 meses de idadeArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALFormación de clases de equivalencia en niños.pdfFormación de clases de equivalencia en niños.pdfArtículo en españolapplication/pdf825395https://repository.ucatolica.edu.co/bitstreams/11c302fd-31bf-4d18-bb3b-7ee77672a1b2/download25d387418a1ab88e8ad469c7ce5c1794MD51Equivalence class formation in 11-month.pdfEquivalence class formation in 11-month.pdfArtículo en inglesapplication/pdf803565https://repository.ucatolica.edu.co/bitstreams/628e4514-6222-4832-a3d9-dc04c6548373/download316646a09393a362b27c49fdacab7b12MD52TEXTFormación de clases de equivalencia en niños.pdf.txtFormación de clases de equivalencia en niños.pdf.txtExtracted texttext/plain47633https://repository.ucatolica.edu.co/bitstreams/57ee38e0-b939-48d5-ae6d-6171d24c45c0/downloada35a583e539fd1f9db3e2da944345f50MD53Equivalence class formation in 11-month.pdf.txtEquivalence class formation in 11-month.pdf.txtExtracted texttext/plain41817https://repository.ucatolica.edu.co/bitstreams/00bac959-1ca3-47a5-a030-0e991b31b6b8/downloaded1eadd73cffe603368b49219e1904b8MD55THUMBNAILFormación de clases de equivalencia en niños.pdf.jpgFormación de clases de equivalencia en niños.pdf.jpgRIUCACimage/jpeg5975https://repository.ucatolica.edu.co/bitstreams/48074a33-f93a-4dce-957f-113f6647fd84/downloadb5739bc920fea70f93960b9a1536295cMD54Equivalence class formation in 11-month.pdf.jpgEquivalence class formation in 11-month.pdf.jpgRIUCACimage/jpeg5977https://repository.ucatolica.edu.co/bitstreams/a33bb698-5249-4e79-82fd-ed21ae96fd7d/downloaded092b16627fa10e1a602bb2f5465b7bMD5610983/15654oai:repository.ucatolica.edu.co:10983/156542023-03-24 16:34:41.666https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2018https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad

Publicaciones similares