Efectos de dos tipos de entrenamiento respondiente sobre la formación de relaciones de equivalencia

Abstract

Mainstream views have traditionally explained the phenomenon of equivalence in terms of operant processes. We suggest that the emergence of equivalence classes can be sufficiently explained by classical conditioning processes alone, thereby questioning the role of reinforcers in the acquisition of derived relational responses. College students were exposed to one of two types of respondent trainings, namely, a Respondent-Type procedure and a respondent matching to sample (MTS) procedure. Performances in equivalence tests following A-B and A-C trainings were analyzed for each group. Results show high accuracy of emergent responses in both groups with higher performances for participants trained using the respondent MTS procedure. Theoretical interpretations of function transfer and their implications on understanding the behavior of organisms are discussed.