Carlos Javier Flores Aguirre

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. 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.

Equivalence class formation in 11-month-old pre-linguistic infants

espanolResumen 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 senalan que el nombramiento es necesario para que emerja equivalencia. El objetivo del presente estudio fue evaluar la emergencia de relaciones de equivalencia en ninos prelinguisticos. Se uso 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, simetria, 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 simetria, 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 algun tipo de repertorio linguistico expresivo para que emerjan relaciones de equivalencia. EnglishAbstract 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. portuguesResumo Em varios estudos, tem-se tentado avaliar o papel da nomeacao na emergencia de relacoes de equivalencia, contudo os resultados sao inconsistentes, visto que, por um lado, existem relatos de emergencia de equivalencia em ausencia de nomeacao e, por outro, alguns autores indicam que a nomeacao e necessaria para que emerja equivalencia. O objetivo deste estudo foi avaliar a emergencia de relacoes de equivalencia em criancas pre-linguisticas; especificamente, usou-se uma amostra de cinco criancas de entre 11 e 12 meses que foram treinadas em quatro discriminacoes condicionais (A1-B1, A2-B2, B1-C1, B2-C2) para formar duas classes de tres membros. Os participantes foram avaliados em reflexividade, simetria, transitividade e equivalencia, e todos atingiram pontuacoes 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 equivalencia. Esses resultados apontam a que nao e necessario contar com algum tipo de repertorio linguistico expressivo para que relacoes de equivalencia emerjam.