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

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 neces...

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

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2018

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: eng

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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.
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. Language development Naming Arbitrary matching-to-sample Pre-linguistic infants Equivalence relations Desarrollo lingüístico Nombramiento Igualación arbitraria Niños prelingüísticos Relaciones de equivalencia 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.eng.fl_str_mv	Language development Naming Arbitrary matching-to-sample Pre-linguistic infants Equivalence relations
topic	Language development Naming Arbitrary matching-to-sample Pre-linguistic infants Equivalence relations Desarrollo lingüístico Nombramiento Igualación arbitraria Niños prelingüísticos Relaciones de equivalencia Crianças pré-linguísticas Desenvolvimento linguístico Igualação arbitrária Nomear Relações de equivalência
dc.subject.spa.fl_str_mv	Desarrollo lingüístico Nombramiento Igualación arbitraria Niños prelingüísticos Relaciones de equivalencia Crianças pré-linguísticas Desenvolvimento linguístico Igualação arbitrária Nomear Relações de equivalência
description	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.
publishDate	2018
dc.date.accessioned.none.fl_str_mv	2018-01-01 00:00:00 2023-01-23T15:42:24Z
dc.date.available.none.fl_str_mv	2018-01-01 00:00:00 2023-01-23T15:42:24Z
dc.date.issued.none.fl_str_mv	2018-01-01
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.eng.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. Retrieved from https://www.researchgate.net/publication/237010587 (The effect of baseline training structure onequivalence 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. Retrieved from 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. In 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(1), 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: 10.1080/15021149.2016.1139363 Newborg, J., Stock, J. R., & Wnek, L. (1996). Inventario del desarrollo BATTELLE. Spain: TEA Ediciones. [Newborg, J. Stock, J. R., & L. Wnek (1984). Batelle Developmental Inventory. Dallas: DLM. 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. Retrieved from 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. Retrieved from http://scielo.org.mx/scielo.phpscript=sci_arttext&pid=S2007-48322011000100006&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? In D. E. Blackman and 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. In 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. Retrieved from 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.eng.fl_str_mv	María Antonia Padilla Vargas - 2017
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spelling	Quezada-Velázquez, Adriana Gabriela46231e77-6f8d-432c-ab28-7b887ccd4da5Padilla-Vargas, María Antonia92f9bf69-8ab8-43c7-9b99-2e19d613ee9bFlores-Aguirre, Carlos Javier89d8e43d-0818-431e-b9db-fded001d73f12018-01-01 00:00:002023-01-23T15:42:24Z2018-01-01 00:00:002023-01-23T15:42:24Z2018-01-01En 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. 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.application/pdftext/htmlapplication/pdftext/htmlapplication/xmlapplication/vnd.openxmlformats-officedocument.wordprocessingml.document10.14718/ACP.2018.21.1.121909-97110123-9155https://hdl.handle.net/10983/28412https://doi.org/10.14718/ACP.2018.21.1.12engUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/1397/1705https://actacolombianapsicologia.ucatolica.edu.co/article/download/1397/2060https://actacolombianapsicologia.ucatolica.edu.co/article/download/1397/1704https://actacolombianapsicologia.ucatolica.edu.co/article/download/1397/2059https://actacolombianapsicologia.ucatolica.edu.co/article/download/1397/2005https://actacolombianapsicologia.ucatolica.edu.co/article/download/1397/2783Núm. 1 , Año 2018 : ACTA COLOMBIANA DE PSICOLOGÍA289128021Acta Colombiana de PsicologíaArntzen, 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: 10.1080/15021149.2011.11434358Arntzen, 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. Retrieved from https://www.researchgate.net/publication/237010587 (The effect of baseline training structure onequivalence 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.183Carr, 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.2000.74-101De 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. Retrieved from 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.1986.46-243Dugdale, N., & Lowe, F. C. (1990). Naming and stimulus equivalence. In 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.1987.48-317Fields, L., Verhave, T., & Fath, S. (1984). Stimulus equivalence and transitive associations: A methodological analysis. Journal of the Experimental Analysis of behavior, 42(1), 143-157. DOI: 10.1901/jeab.1984.42-143Horne, 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.2006.125-04Horne, 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.1996.65-185Horne, 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.2004.81-267Jordan, 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.1984.41-251Lowe, 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.2007.08-06McIlvane, 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: 10.1080/15021149.2016.1139363Newborg, J., Stock, J. R., & Wnek, L. (1996). Inventario del desarrollo BATTELLE. Spain: TEA Ediciones. [Newborg, J. Stock, J. R., & L. Wnek (1984). Batelle Developmental Inventory. Dallas: DLM.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.2003.80-131Peláez, M., Gewirtz, J. L., Sanchez, A., & Mahabir, N. M. (2000). Exploring stimulus equivalence formation in infants. Behavior Development Bulletin, 9 (1), 20-25. Retrieved from http://psycnet.apa.org/journals/bdb/9/1/20.htmlPilgrim, 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. Retrieved from http://scielo.org.mx/scielo.phpscript=sci_arttext&pid=S2007-48322011000100006&lng=es&tlng=enSaunders, 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.1999.71-195Sidman, M. (1990). Equivalence Relations: Where do they come from? In D. E. Blackman and 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. In 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.2000.74-127Sidman, M. (2009). Equivalence relations and behavior: an introductory tutorial. The Analysis of Verbal Behavior, 25(1), 5-17. Retrieved from 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.1982.37-5María Antonia Padilla Vargas - 2017info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/1397Language developmentNamingArbitrary matching-to-samplePre-linguistic infantsEquivalence relationsDesarrollo lingüísticoNombramientoIgualación arbitrariaNiños prelingüísticosRelaciones de equivalenciaCrianças pré-linguísticasDesenvolvimento linguísticoIgualação arbitráriaNomearRelações de equivalênciaFormación de clases de equivalencia en niños prelingüísticos de 11 meses de edad.Equivalence class formation in 11-month-old pre-linguistic infants.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml3305https://repository.ucatolica.edu.co/bitstreams/db30d3a8-2041-40ce-b509-27d8688de996/download59aac9b4979e36c07c5a1de47a7468e2MD5110983/28412oai:repository.ucatolica.edu.co:10983/284122023-07-12 11:26:28.114https://creativecommons.org/licenses/by-nc-sa/4.0/María Antonia Padilla Vargas - 2017https://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.

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