The present study examined different conditions under which exclusion responding in conditional discrimination tasks would generate emergent equivalence relations in young children based on shared relationships with verbal labels. Both visual stimuli (Sets A, B, C, and D) and auditory stimuli (spoken words, Set N: N1 “correct”; N2: “incorrect”) were used. Following a pilot study, three experiments were conducted, each involving eight preschool children. These experiments systematically investigated under which conditions responding by exclusion (i.e., responding away from a designated S⁻ comparison in a matching to sample context) would generate sufficiently stable sample-S⁺ relations for arbitrary stimulus classes to establish. The results showed that young children’s exclusion responding under test conditions will only contribute to arbitrary stimulus class formation and expansion when training has already established two arbitrary stimulus classes involving at least two stimuli each. For young children to demonstrate emergent conditional discrimination performances that are indicative of the formation of equivalence relations, it is necessary to have training and/or reinforced exposure to both S⁺ and S⁻ control elements required for deriving the appropriate emergent relations with at least two conditional relations involving different samples. These findings not only contribute to existing research and theory on the conditions under which exclusion responding may contribute to fundamental language and learning processes, they also contribute to the experimental predictability of emergent conditional matching behaviours in preschool children by further unravelling the conditions under which emergent matching based on exclusion generates arbitrary conditional relations of equivalence.

本研究研究了在不同条件下条件歧视任务中的排斥反应将根据与语言标签的共享关系在幼儿中产生紧急等价关系。视觉刺激（A，B，C和D组）和听觉刺激（口语，N组：N1“正确”； N2：“不正确”）均被使用。在初步研究之后，进行了三个实验，每个实验涉及八个学龄前儿童。这些实验下系统地研究，其条件由排斥响应（即，从一个称为S响应远^-在匹配到样品上下文比较）将产生足够稳定的样品-S ⁺建立任意刺激类的关系。结果表明，在训练条件下，已经建立了任意两个至少涉及两个刺激的任意刺激类别时，在测试条件下对幼儿的排斥反应只会促进任意刺激类别的形成和扩展。对于年幼的孩子表现出紧急条件歧视的表演是表示等价关系的形成，这是需要有培训和/或钢筋暴露于能够对S ⁺和S ^-推导具有至少两个涉及不同样本的条件关系的适当紧急关系所需的控制元素。这些发现不仅有助于对排斥反应可能影响基本语言和学习过程的条件进行现有的研究和理论，而且还可以通过进一步揭示紧急匹配的条件，从而为学龄前儿童的紧急条件匹配行为的实验可预测性做出贡献。基于排斥产生任意的等价条件关系。