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dc.contributor.authorQuezada-Velázquez, Adriana Gabrielaspa
dc.contributor.authorPadilla-Vargas, María Antoniaspa
dc.contributor.authorFlores-Aguirre, Carlos Javierspa
dc.rightsDerechos Reservados - Universidad Católica de Colombia, 2018spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.description.abstractSeveral studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge. The objective of the present study was to evaluate the emergence of equivalence relations in pre-linguistic infants. Five infants aged 11-to-12 months received training in four conditional discriminations (A1-B1, A2-B2, B1-C1, and B2-C2) in order to establish two three-member classes. The participants were tested in reflexivity, symmetry, transitivity and equivalence, and all scored higher than 75% on all tests. On the reflexivity tests, percentages were above 80%; on the symmetry tests, they varied from 75% to 100%; on the transitivity tests, they averaged 75%; while on the equivalence tests results ranged from 87.5% to 100% of correct responses. These results suggest that displaying some degree of expressive language is not necessary for the emergence of equivalence relations.spa
dc.description.abstractEm vários estudos, tem-se tentado avaliar o papel da nomeação na emergência de relações de equivalência, contudo os resultados são inconsistentes, visto que, por um lado, existem relatos de emergência de equivalência em ausência de nomeação e, por outro, alguns autores indicam que a nomeação é necessária para que emerja equivalência. O objetivo deste estudo foi avaliar a emergência de relações de equivalência em crianças pré-linguísticas; especificamente, usou-se uma amostra de cinco crianças de entre 11 e 12 meses que foram treinadas em quatro discriminações condicionais (A1-B1, A2-B2, B1-C1, B2C2) para formar duas classes de três membros. Os participantes foram avaliados em reflexividade, simetria, transitividade e equivalência, e todos atingiram pontuações maiores a 75 % de acertos em todos os testes. Como resultado, as porcentagens de respostas corretas foram maiores a 80 % no teste de reflexividade, variaram entre 87.5 % e 100 % no de equivalência. Esses resultados apontam a que não é necessário contar com algum tipo de repertório linguístico expressivo para que relações de equivalência emerjam. Palavras-chave: crianças pré-linguísticas, desenvolvimento linguístico, igualação arbitrária, nomear, relações de equivalência.spa
dc.description.abstractEn varios estudios se ha intentado evaluar el rol del nombramiento en la emergencia de relaciones de equivalencia, sin embargo, los resultados son inconsistentes, ya que existen reportes de emergencia de equivalencia en ausencia de nombramiento, y algunos autores señalan que el nombramiento es necesario para que emerja equivalencia. El objetivo del presente estudio fue evaluar la emergencia de relaciones de equivalencia en niños prelingüísticos. Se usó una muestra de cinco infantes de entre 11 y 12 meses de edad que fueron entrenados en cuatro discriminaciones condicionales (A1-B1, A2-B2, B1-C1, B2-C2) para formar dos clases de tres miembros. Los participantes fueron evaluados en reflexividad, simetría, transitividad y equivalencia, y todos lograron puntajes mayores al 75 % de aciertos en todas las pruebas. Como resultado, los porcentajes de respuestas correctas fueron mayores al 80 % en la prueba de reflexividad, variaron entre 75 y 100 % en la de simetría, promediaron 75 % en la de transitividad, y variaron entre 87.5 % y 100 % en la de equivalencia. Estos resultados apuntan a que no es necesario contar con algún tipo de repertorio lingüístico expresivo para que emerjan relaciones de equivalencia.spa
dc.publisherUniversidad Católica de Colombia. Facultad de Psicologíaspa
dc.date.accessioned2018-02-28T20:47:00Zspa
dc.date.available2018-02-28T20:47:00Zspa
dc.date.issued2018-02spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationQuezada-Velázquez, A., Padilla-Vargas, M., & Flores-Aguirre, C. (2017). Equivalence class formation in 11-month-old pre-linguistic infants-Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad-Formação de classes de equivalência em crianças pré-linguísticas de 11 meses de idade. Acta Colombiana de Psicología, 21(1). Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1397spa
dc.identifier.issn0123-9155spa
dc.identifier.urihttp://hdl.handle.net/10983/15654spa
dc.language.isoengspa
dc.language.isospaspa
dc.language.isoporspa
dc.relation.ispartofActa Colombiana de Psicología, Vol. 21, no. 1 (ene.-jun. 2018); p. 280-289spa
dc.typeArtículo de revistaspa
dc.titleFormación de clases de equivalencia en niños prelingüísticos de 11 meses de edadspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.subject.proposalRELACIONES DE EQUIVALENCIAspa
dc.subject.proposalDESARROLLO LINGÜÍSTICOspa
dc.subject.proposalNOMBRAMIENTOspa
dc.subject.proposalIGUALACIÓN ARBITRARIAspa
dc.subject.proposalNIÑOS PRELINGÜÍSTICOSspa
dc.subject.proposalEQUIVALENCE RELATIONSspa
dc.subject.proposalLANGUAGE DEVELOPMENTspa
dc.subject.proposalNAMINGspa
dc.subject.proposalARBITRARY MATCHING-TO-SAMPLEspa
dc.subject.proposalPRE-LINGUISTIC INFANTSspa
dc.subject.proposalCRIANÇAS PRÉ-LINGUÍSTICASspa
dc.subject.proposalDESENVOLVIMENTO LINGUÍSTICOspa
dc.subject.proposalIGUALAÇÃO ARBITRÁRIAspa
dc.subject.proposalNOMEARspa
dc.subject.proposalRELAÇÕES DE EQUIVALÊNCIAspa
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dc.title.translatedEquivalence class formation in 11-month-old pre-linguistic infantseng
dc.title.translatedFormação de classes de equivalência em crianças pré-linguísticas de 11 meses de idadeeng
dc.type.contentTextspa
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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