Responding to equivalence-equivalence (Eq-Eq) relations, based on the formation of stimulus equivalence classes, is a central concept of functional analytical model of analogical reasoning or analogy according to Relational Frame Theory (RFT) theorists. The relational stimulus control plays an important role in arbitrary relational responding. Previous research has shown that the prerequisite training to establish stimulus equivalence classes is not always sufficient for the emergence of Eq-Eq relations, even in adults. Therefore, the aim of this study is to assess the effects of the formation of stimulus equivalence classes and facilitation procedures in the emergence of Eq-Eq relations (analogy). Participants will be 30 undergrad students. A computerized matching-to-sample (MTS) procedure will be used to establish three three-member classes with visual stimuli and to test the emergence of Eq-Eq relations. Participants who do not show the Eq-Eq relations will be exposed to a facilitation procedure through MTS tasks with geometric pictures or the equal/different signs as comparison stimuli.
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