Piloting a Brief Relational Operant Training Program: Analyses of Response Latencies and Intelligence Test Performance

McLoughlin, Shane, Tyndall, Ian and Pereira, Antonina (2018) Piloting a Brief Relational Operant Training Program: Analyses of Response Latencies and Intelligence Test Performance. European Journal of Behaviour Analysis. ISSN 1502-1149

[img] Text (This is an Accepted Manuscript of an article accepted by Taylor & Francis in European Journal of Behaviour Analysis on 6 Aug 2018, available online https://www.tandfonline.com/doi/full/10.1080/15021149.2018.1507087)
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Abstract

Previous research inspired by Relational Frame Theory has suggested that training relational operant behaviors over several months can result in improved performance on cognitive intelligence tests. Most of this research so far neglects to incorporate temporal context as response latencies are rarely employed as an outcome measure of interest. The aims of the present study were threefold: to investigate whether engaging in a brief (3-week) online relational training program (SMART; Strengthening Mental Abilities through Relational Training) would enhance (i) scores and (ii) reaction times on a standardised intelligence test, and lastly, (iii) to provide an initial pilot of a new multiple exemplar training procedure targeting complex relational networking processes (SMARTA; SMART for Analogy). In this study, we administered the Kaufman Brief Intelligence Test (KBIT-2) to eight adult participants at each of four time points. Time 1-2: All participants received no intervention. Time 2-3: Four experimental participants received SMART relational operant training. Time 3-4: The four experimental participants received a relational skills training targeting higher-order analogical operant responding (SMARTA). The four Control group participants did not receive any intervention at Time 2-3 or Time 3-4. Experimental participants demonstrated significantly greater improvements in terms of both (i) response latencies, and (ii) response fluencies on the Verbal Knowledge subscale of the KBIT-2, while Control participants’ response accuracies, latencies, and fluencies did not improve significantly due to practice. The main implication of this research is that individual operant repertoires may be differentiated based on both accuracy and latency of response, but only if learning opportunities are controlled for.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
Divisions: Departments > Psychology and Counselling
Related URLs:
Depositing User: Ian Tyndall
Date Deposited: 27 Sep 2018 11:48
Last Modified: 06 Aug 2019 00:10
URI: http://eprints.chi.ac.uk/id/eprint/3811

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