Analogical responding, or relating relations, as operationally defined by relational frame theory (RFT), is ubiquitous in everyday language and cognition, and is a key component in learning. However, to date, little research on the assessment and training of analogical relations in young children exists in the behavioral literature. The current research aimed to assess and train analogical responding in young, typically developing children. Three 5-year-old children were assessed and trained in relating relations using an RFT-based protocol in a multiple baseline design. Following multiple exemplar training, correct responding increased to criterion levels for all three children, and both generalization and maintenance were observed. Results are discussed in relation to previous research as well as the future testing and training potential of the RFT-based protocol for more complex language.

根据关系框架理论（RFT）的操作定义，类比响应或相关关系在日常语言和认知中无处不在，并且是学习中的关键组成部分。然而，迄今为止，关于行为学文献中评估和训练类比关系的研究很少。目前的研究旨在评估和训练典型的年幼儿童的类比反应。在多基线设计中，使用基于RFT的方案对三名5岁儿童进行了相关关系的评估和培训。经过多次示范训练后，所有三个孩子的正确回答均增加到了标准水平，并且观察到了普遍性和维持性。