We investigated the role of verbal behavior on the emergence of analogy‐type responding as measured via equivalence–equivalence relations. In Experiment 1, 8 college students learned to label arbitrary stimuli as, “vek,” “zog,” and “paf”, and in Experiment 2, 8 additional participants learned to select these stimuli when hearing their names in an auditory–visual matching‐to‐sample (MTS) task. Experimenters tested for the emergence of relational tacts (i.e., “same” and “different”) and equivalence–equivalence relations (analogy tests) via visual–visual MTS. Half of the participants were exposed to a think‐aloud procedure. Even though they all passed analogy tests while tacting stimuli relationally, only participants exposed to tact training (Experiment 1) did so without the need for remediation. The results of these experiments confirm that individual discriminative and relational control of stimuli established through verbal behavior training is sufficient to produce equivalence–equivalence analogical responding, advancing the analysis of complex cognitive (problem‐solving) phenomena.

中文翻译：

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通过机智和听众训练建立等价-等价类比关系

我们调查了言语行为对通过等价-对等关系衡量的类比型反应出现的作用。在实验 1 中，8 名大学生学会了将任意刺激标记为“vek”、“zog”和“paf”，而在实验 2 中，另外 8 名参与者学会了在听觉-视觉匹配中听到他们的名字时选择这些刺激到样本 (MTS) 任务。实验者通过视觉-视觉 MTS 测试了关系技巧（即“相同”和“不同”）和等价-等价关系（类比测试）的出现。一半的参与者接受了大声思考的过程。尽管他们都通过了类比测试，同时以相关的方式处理刺激，但只有接受过机智训练（实验 1）的参与者不需要补救。