Bidirectional naming (BiN) as a verbal developmental cusp and derived relational responding as a phenomenon have been used to explain the accelerated rate in word learning that occurs within the second to third year of life; however, there has been limited research on how these repertoires may be related. In the first of two descriptive studies, we evaluated the relation between degrees of BiN and scores on tests of derived relational responding. Study I involved 31 preschool students with and without diagnoses with whom we tested the presence and strength of relations among BiN and other arbitrary and nonarbitrary relations that were mutually and combinatorially entailed. Data from the first study showed a strong significant correlation between participants’ degrees of BiN and their scores on tests of derived relations. In the second study we collected additional data on BiN and derived relations in order to compare the mean differences between the establishment of arbitrary auditory–visual and visual–visual relations for 18 preschool students selected from the participants within the first study. This subgroup consisted of six students who demonstrated BiN, six students who demonstrated unidirectional naming (listener only; UniN) and six students who demonstrated no UniN or BiN. There were significant differences for both auditory–visual and visual–visual derived relations based on the students’ degrees of BiN. The results of both studies have implications for the intersection between the verbal developmental cusp of BiN (a derived relation itself) and other derived relational responding.

双向命名（BiN）作为一种语言发展的尖峰，并衍生出关系响应作为一种现象，已被用来解释在生命的第二年到第三年发生的单词学习的加速速度。但是，关于这些曲目如何关联的研究很少。在两个描述性研究的第一个中，我们在派生的关系响应测试中评估了BiN程度与得分之间的关​​系。研究I涉及31名有或没有诊断的学龄前学生，我们与他们一起测试了BiN以及其他相互联系在一起的任意和非任意关系之间关系的存在和强度。第一项研究的数据显示，参与者的BiN程度与他们在派生关系测试中的得分之间存在显着的显着相关性。在第二项研究中，我们收集了有关BiN和派生关系的其他数据，以便比较从第一项研究的参与者中选出的18名学龄前儿童在建立任意听觉-视觉和视觉-视觉关系之间的平均差异。该子组由六名展示BiN的学生，六名展示了单向命名（仅侦听器； UniN）的学生和六名没有展示UniN或BiN的学生组成。根据学生的BiN程度，听觉-视觉和视觉-视觉派生的关系都存在显着差异。两项研究的结果都对BiN的言语发展尖峰（一个衍生关系本身）与其他衍生关系响应之间的交集有影响。