396
Views
8
CrossRef citations to date
0
Altmetric
Articles

Piloting a brief relational operant training program: analyses of response latencies and intelligence test performance

ORCID Icon, &
Pages 228-246 | Received 12 May 2017, Accepted 16 Jul 2018, Published online: 06 Aug 2018

References

  • Barnes-Holmes, D. (2000). Behavioral pragmatism: No place for reality and truth. The Behavior Analyst, 23, 191–202.
  • Barnes-Holmes, Y., McHugh, L., & Barnes-Holmes, D. (2004). Perspective-taking and Theory of Mind: A relational frame account. The Behavior Analyst Today, 5, 15–25.
  • Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19, 163–197.
  • Binder, C., Haughton, E., & Bateman, B. (2002). Fluency: Achieving true mastery in the learning process. Professional Papers in Special Education, 2–20. https://www.researchgate.net/profile/Ogholgol_Nazari/publication/269793677_On_Situating_the_Stance_of_Practice_in_SLA/links/56b44f9808ae61c480581e9d.pdf
  • Carpentier, F., Smeets, P. M., & Barnes-Holmes, D. (2003). Equivalence-equivalence as a model of analogy: Further analyses. The Psychological Record, 53, 349–372.
  • Cassidy, S., Roche, B., Colbert, D., Stewart, I., & Grey, I. (2016). A relational frame skills training intervention to increase general intelligence and scholastic aptitude. Learning and Individual Differences, 47, 222–235.
  • Cassidy, S., Roche, B., & Hayes, S. C. (2011). A relational frame training intervention to raise intelligence quotients: A pilot study. The Psychological Record, 61, 173–198.
  • Cassidy, S, Roche, B, & O’Hora, D. (2010). Relational frame theory and human intelligence. European Journal of Behavior Analysis, 11(1), 37–51. doi: 10.1080/15021149.2010.11434333
  • Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1–22.
  • Crowe, S. F., Benedict, T., Enrico, J., Mancuso, N., Matthews, C., & Wallace, J. (1999). Cognitive determinants of performance on the digit symbol-coding test, and the symbol search test of the WAIS-III, and the symbol digit modalities test: An analysis in a healthy sample. Australian Psychologist, 34(3), 204–210.
  • Dymond, S., & Barnes, D. (1995). A transformation of self-discrimination response functions in accordance with the arbitrarily applicable relations of sameness, more-than, and less- than. Journal of the Experimental Analysis of Behavior, 64, 163–184.
  • Flynn, J. R. (2016). Does your family make you smarter? Nature, nurture, and human autonomy. New York: Cambridge University Press.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
  • Hayes, J., & Stewart, I. (2016). Comparing the effects of derived relational training and computer coding on intellectual potential in school age children. British Journal of Educational Psychology, 86(3), 397–411.
  • Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post- Skinnerian account of human language and cognition. New York: Plenum.
  • Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105, 6829–6833.
  • Jäeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Science, 108, 10081–10086.
  • Jäeggi, S. M., Studer-Luethi, B., Buschkuehl, M., Su, Y., Jonides, J., & Perrig, W. J. (2010). The relationship between N-back performance and matrix reasoning: Implications for training and transfer. Intelligence, 38, 625–635.
  • Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test, 2nd ed. Bloomington, MN: Pearson, Inc.
  • May, R., Stewart, I., Baez, L., Freegard, G., & Dymond, S. (2017). An empirical demonstration of spatial relational responding. Journal of the Experimental Analysis of Behavior, 107(2), 234–257.
  • McLoughlin, S., & Stewart, I. (2017). Empirical advances in studying relational networks. Journal of Contextual Behavioral Science, 6(3), 329–342.
  • Murphy, C., & Barnes-Holmes, D. (2017). Teaching important relational skills for children with Autism spectrum disorder and intellectual disability using freely available (GO- IRAP) software. Austin Journal of Autism & Related Disabilities, 3(2), 1041.
  • Murphy, C, Barnes-Holmes, D, & Barnes-Holmes, Y. (2005). Derived manding in children with autism: Synthesizing Skinner's verbal behavior with relational frame theory. Journal of Applied Behavior Analysis, 38(4), 445–462.
  • Nuzzolo-Gomez, R., & Greer, R. D. (2004). Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history. The Analysis of Verbal Behavior, 20(1), 63–76.
  • O’Hora, D., Pelaez, M., & Barnes-Holmes, D. (2005). Derived relational responding and performance on verbal subtests of the WAIS-III. The Psychological Record, 55, 155–175.
  • O’Hora, D., Peláez, M., Barnes-Holmes, D., Rae, G., Robinson, K., & Chaudhary, T. (2008). Temporal relations and intelligence: Correlating relational performance with performance on the WAIS-III. The Psychological Record, 58, 569–584.
  • O’Toole, C., Barnes-Holmes, D., Murphy, C., O’Connor, J., & Barnes-Holmes, Y. (2009). Relational flexibility and intelligence: Extending the remit of Skinner’s Verbal Behavior. International Journal of Psychology and Psychological Therapy, 9, 1–17.
  • Parra, I., & Ruiz, F. J. (2016). The effect on intelligence quotient of training fluency in relational frames of coordination. International Journal of Psychology & Psychological Therapy, 16(1), 1–12.
  • Ramey, D., Lydon, S., Healy, O., McCoy, A., Holloway, J., & Mulhern, T. (2016). A systematic review of the effectiveness of precision teaching for individuals with developmental disabilities. Review Journal of Autism and Developmental Disorders, 3, 179–195.
  • Ruiz, F. J., & Luciano, C. (2011). Cross-domain analogies as relating derived relations among two separate relational networks. Journal of the Experimental Analysis of Behavior, 95, 369–385.
  • Schlinger, H. D. (1992). Intelligence: real or artificial? The Analysis of Verbal Behavior, 10, 125–133.
  • Schlinger, H. D. (2003). The myth of intelligence. The Psychological Record, 53(1), 15–32.
  • Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research, 14, 5–13.
  • Slattery, B., & Stewart, I. (2014). Hierarchical classification as hierarchical framing. Journal of the Experimental Analysis of Behavior, 101, 61–75.
  • Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of intelligence. Cambridge: Cambridge University Press.
  • Stewart, I. (2016). The fruits of a functional approach for psychological science. International Journal of Psychology, 51(1), 15–27.
  • Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of longitudinal research. Intelligence, 35, 401–426.
  • Thirus, J, Starbrink, M, & Jansson, B. (2016). Relational frame theory, mathematical and logical skills: A multiple exemplar training intervention to enhance intellectual performance. International Journal of Psychology and Psychological Therapy, 16(2), 141–155.
  • Thorndike, E. L. (1920). Intelligence and its use. Harper Magazine, 140, 227–235.
  • Thorndike, E. L., Bregman, E. D., Cobb, M. V., & Woodyard, E. I. (1926). The measurement of intelligence. New York: Teachers College Press.
  • Thurstone, L. L. (1938). Primary mental abilities. Chicago: University of Chicago Press.
  • Vizcaíno-Torres, R. M., Ruiz, F. J., Luciano, C., López-López, J. C., Barbero-Rubio, A., & Gil, E. (2015). The effect of relational training on intelligence quotient: A case study. Psichothema, 27(2), 120–127.
  • Wechsler, D. (1997). Wechsler adult intelligence scale, 3rd Ed. San Antonio, TX: The Psychological Corporation.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.