4.37 Derived Stimulus Relations and Verbal Ability

Further, the ability to derive stimulus relations has been shown to correlate with verbal IQ1,2, verbal ability3,4, and academic achievement.

Subjects who completed the relational task performed significantly better on the verbal subtests (i.e., vocabulary and arithmetic) than subjects who failed to do so (O’Hora, Peláez, & Barnes-Holmes, 2005).

Derived Stimulus Relations:

Provide a model for understanding the symbolism and generativity of language

Are much easier to demonstrate with language-able humans than with non-human animals

Are correlated with verbal IQ and verbal ability

  1. O’Hora, D., Peláez, M., and Barnes-Holmes, D. (2005). Derived relational responding and performance on verbal subtests of the WAIS-IIIThe Psychological Record, 55, 155–175.
  2. O’Hora, D., Peláez, M., Barnes-Holmes, D., Rae, G., Robinson, K., and Chaudhary, T. (2008). Temporal relations and intelligence: Correlating relational performance with performance on the WAIS-IIIThe Psychological Record, 58, 569-584.
  3. Barnes, D., McCullagh, P. D., and Keenan, M. (1990). Equivalence class formation in non-hearing impaired children and hearing impaired childrenThe Analysis of Verbal Behavior, 8, 19-30.
  4. Devany, J.M., Hayes, S.C., and Nelson, R.O. (1986). Equivalence class formation in language-able and language-disabled childrenJournal of the Experimental Analysis of Behavior, 46, 243-257.
  5. Beck, C., Garcia, Y., Brothers, L. et al. A Systematic Review of the Impact of Derived Relational Responding Technology in Raising Intelligence ScoresPsychol Rec 73, 339–361 (2023). https://doi.org/10.1007/s40732-023-00546-0
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