Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition

Temporal Relations and Intelligence: Correlating Relational Performance With Performance on the Wais-III

“…It is unclear why this effect was not replicated. Moreover, from an RFT perspective, mental arithmetic would seem to involve relational responding (see Barnes-Holmes, Barnes-Holmes, & Cullinan, 2001). The differences across studies might be due to the different contexts within which the arithmetic subtest was presented in both studies (i.e., as part of the complete WAIS-III or as one of just three subtests presented).…”

The Implicit Relational Assessment Procedure: Exploring the Impact of Private Versus Public Contexts and the Response Latency Criterion on Pro-White and Anti-Black Stereotyping Among White Irish Individuals

“…It seems logical, therefore, to predict relatively strong effects for Dangerous-White and Safe-Black trials, but these effects were not clearly evident in the data. To explain this apparent anomaly, it is important to bear in mind that the REC model predicts IRAP effects based on immediate and brief relational responses, not logical reasoning, which typically involves relatively elaborate and extended relational responding (Barnes-Holmes, Barnes-Holmes, & Cullinan, 2001). According to the REC model, therefore, the data from Experiment 2 indicate that frames of coordination (i.e., the verbal relation of equivalence or similarity) between "Safe" and "White" and between "Dangerous" and "Black" were relatively strong, but frames of distinction (i.e., the verbal relation of difference) between "Dangerous" and "White" and between "Safe" and "Black" were not (the word strong is used here simply to denote a high probability in immediate relational responding).…”

Establishing a Deictic Relational Repertoire in Young Children

“…In empirical work, research has largely focused in particular on the interpersonal, spatial, and temporal relations of I-You, Here-There, and Now-Then (Barnes-Holmes, Barnes-Holmes, & Cullinan, 2001;McHugh et al, 2004). Skills with these relations are commonly assessed by their speed and accuracy under contextual conditions of increasing complexity in which relations are tested in Simple form, or are Reversed and Double-Reversed (e.g., McHugh et al, 2004).…”