The conditions under which symmetry and equivalence relations develop are still controversial. This paper reports three experiments that attempt to analyze the impact of multiple-exemplar training (MET) in receptive symmetry on the emergence of visual-visual equivalence relations with a very young child, Gloria. At the age of 15 months 24 days (15m24d), Gloria was tested for receptive symmetry and naming and showed no evidence of either repertoire. In the first experiment, MET in immediate and delayed receptive symmetrical responding or listener behavior (from object-sound to immediate and delayed sound-object selection) proceeded for one month with 10 different objects. This was followed, at 16m25d, by a second test conducted with six new objects. Gloria showed generalized receptive symmetry with a 3-hr delay; however no evidence of naming with new objects was found. Experiment 2 began at 17m with the aim of establishing derived visual-visual equivalence relations using a matching-to-sample format with two comparisons. Visual-visual equivalence responding emerged at 19m, although Gloria still had not shown evidence of naming. Experiment 3 (22m to 23m25d) used a three-comparison matching-to-sample procedure to establish visual-visual equivalence. Equivalence responding emerged as in Experiment 2, and naming emerged by the end of Experiment 3. Results are discussed in terms of the history of training in bidirectional relations responsible for the emergence of visual-visual equivalence relations and of their implications for current theories of stimulus equivalence.

La pandemia COVID-19 ha conllevado un confinamiento que puede haber afectado al bienestar social y emocional en la infancia y adolescencia, como se está estudiando desde diferentes investigaciones. El presente estudio analiza las relaciones entre el estado psicológico general de los menores y los miedos a enfermedades y contagios por virus; además, valora estas relaciones en el trascurso del confinamiento y en función de la edad. Han participado 972 familias con hijos/as entre 3 y 18 años. Los resultados indican que las mayores dificultades psicológicas se centran en los problemas emocionales, los problemas de conducta y la puntuación de dificultades totales. Además, se evidencia una relación positiva entre los miedos asociados a la COVID-19 y la presencia de esos problemas en la población infanto-juvenil. Se destaca que, según avanza el confinamiento, aumenta la presencia de dificultades psicológicas y que estas afectan de manera diferencial en la infancia y en la adolescencia

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Introduction. Different studies have reported the relationship of parenting styles with adjustment problems in children. However, it has not been specified which aspects of parenting styles play a central role in the manifestation of such psychological problems. Objective. To increase the knowledge about the role of which parental educational styles are associated with internalizing, externalizing, and adjustment problems in Colombian children. Method. Through structural equations, the fit of the proposed model was verified. Participants were 422 parents and children aged between 8 and 12 years, enrolled in public schools in Bogota, Colombia. The Parental Educational Styles Questionnaire, the Child Behavior Checklist, and the Parent Format and Self-assessment Multifactorial Adjustment test were applied. Results. Family dynamics and parental practices have effects on internalizing, externalizing, and general maladjustment problems. Parental roles and practices show indirect effects on general maladjustment through externalizing problems. Discussion and conclusion. The models tested show that conflicts at home, parental overload, impulsivity, permissive, ambiguous/non-consistent styles, and dysfunctional reaction to disobedience play a role in the manifestation of internalizing, externalizing, and adjustment problems in children.