We sought to evaluate a set of procedures based on Relational Frame Theory in teaching children with disabilities to reason analogically using relations between the contextual cues “same,” “opposite,” and “different.” Two children were first taught to respond to the relational cues using common pictures and were subsequently trained through an exemplar to correctly respond to analogies presented in an analogy matrix, based on the prior established relations. Two other children were exclusively trained to respond to analogies in the matrix without prior relational training. The children that received relational and analogy training could correctly respond analogically and the skill transferred to untrained analogies. Mastery was not observed in the control participants.

我们试图评估一组基于关系框架理论的程序，以教育残疾儿童以类推方式使用上下文提示“相同”，“相反”和“不同”之间的关系进行推理。首先教两个孩子使用普通图片对关系线索做出反应，然后通过一个样本对他们进行训练，以根据先前建立的关系正确响应类比矩阵中呈现的类比。另外两个孩子接受了专门的训练，可以对矩阵中的类比做出反应，而无需事先进行过关系训练。接受过关系和类比训练的孩子可以正确地进行类比反应，并将技能转移到未经训练的类比中。在对照参与者中未观察到精通。