The current study consisted of 2 pa

The current study consisted of 2 parts, with the same 4 normally developing 4-yr-old children employed across both parts. The primary aim of Part 1 was to replicate previous research on exemplar training and its impact upon the emergence of repertoires of derived symmetry or mutually entailed relations. In this part of the study, the children were trained in action-object conditional discriminations and were then exposed to a symmetry test for the derived object-action relations. All 4 participants demonstrated derived symmetry without
needing exemplar training. In Part 2, the conditional discrimination training was extended such that 2 actions were associated with each object and the children were then required to derive the target equivalence relations between the 2 related actions (i.e., actionaction equivalence). Once again, a multiple baseline design was employed for the systematic introduction of exemplars of actionaction
training. The results from Part 2 indicated that 3 of the 4 children demonstrated the target-derived equivalence relations only after they received explicit equivalence training. These findings support the role given to exemplar training within a Relational Frame Theory interpretation of derived stimulus relations and suggest its utility as a means of establishing symmetry and equivalence when
they are found to be absent.

結果 (中文) 1:

目前的研究包括 2 部分，与正常发育的 4 岁儿童受雇横跨两个零件的相同 4。第 1 部分的主要目的是要复制以前的研究范例培训和其影响的演奏曲目的出现派生对称或相互需要的关系。在此研究的一部分，孩子们被训练在操作对象条件歧视，然后遭受对称测试派生的对象操作关系。所有 4 与会者表明没有派生的对称需范例的培训。在第 2 部分条件歧视培训延长这样 2 的行动是与每个对象关联和孩子们，然后需要它来获取目标 2 的相关操作 (即，actionaction 等价) 之间的等价关系。再次，为典范的 actionaction 系统地介绍了采用多个基线设计培训。第 2 部分结果表明，4 个孩子 3 表明目标导出的等价关系只后他们收到明确的等价性培训。这些发现支持给内部派生的刺激关系关系框架理论解释样本训练的作用，并建议其作为建立对称和等价的一种手段的效用时他们发现不能出席。

結果 (中文) 3:

目前的研究包括2个部分，同4岁的孩子在两个正常发育的部位。1部分的主要目的是复制以前的研究样本的训练和其影响出现的剧目来源的对称或相互需要的关系。在这部分的研究，孩子们在行为对象条件歧视训练有素，然后暴露于派生类对象的作用关系的对称性检验。所有4个参与者表现出不需要样本的训练
导出对称。在第2部分，有条件的歧视培训推广，2的行为是与每个对象相关联的，孩子们需要得到2个相关的行动目标之间的等价关系（即，actionaction等价）。再次，多基线设计采用的actionaction
培训典范系统介绍。部分2的结果表明，4的3个孩子表现出的目标派生的等价关系后，他们得到明确的等价训练。这些发现支持了在样本训练得到刺激关系关系框架理论解释的作用，提示其可作为建立对称和等价当
手段他们被发现缺席。