Luis Antonio Pérez-González
Biographic Data
| ID | 9519920 |
|---|---|
| NAME | Luis Antonio Pérez-González |
| GIVEN NAMES | Luis Antonio |
| FAMILY NAME | Pérez-González |
| SIGNATURE | PÉREZ-GONZÁLEZ L A |
| AFFILIATIONS | Universidad de Oviedo |
| ORCID | 0000-0001-9907-5456 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Emergence of Intraverbal Relations with Stimuli and Responses in a Foreign Language
A foreign language can be learned by acquiring relations among verbal elements in the native and the foreign language and demonstrating emergence. We explored the emergence of intraverbals with stimuli and responses in a foreign language after acquiring relations between two elements (e.g., cow and calf) in the native language. Six adults in the Native-Foreign (N-F) Group learned intraverbals with stimuli in the native language and responses in t…
Learning Symmetrical Relations Facilitates Emergence of Intraverbals after Reading a Text
We studied the effect of prior learning of symmetrical intraverbals on the emergence of complex intraverbals after reading a text. In Experiment 1, eighteen 7- and 8-year-old children read a text with sentences in which A and B stimuli and B and C stimuli were related (e.g., “The Alps” to “Mont Blanc,” and to “Falcon”). Thereafter, all ABC intraverbals (e.g., C–A—“Name the mountain range of the falcon”) were probed without reinforcement with writ…
Emergent Relations between Discriminative Stimuli, Responses, and Consequences in Intraverbals
We explored the emergence of relations between stimuli learned as discriminative, responses, and consequences with intraverbals. In Experiment 1, five 9- and 10-year-old children learned intraverbals that related a country (A) with a city (B)—e.g., “Name a city of Switzerland”; “Davos”—and that country with a predator animal (C). Correct responses were followed by saying the name of a feature of the city (T) or saying an animal preyed by the pred…
Emergence of Third-Order Conditional Discriminations from Learning Discriminations with Unrelated Stimuli
This study explored learning and generalization of a third-order conditional discrimination. Two 8-year-old children learned two auditory–visual conditional discriminations in which they selected visual Japanese syllabic symbols in response to syllables spoken by the experimenter. Then, they learned a third-order conditional discrimination in which they selected between two visual symbols after being exposed to two spoken syllables and one visual…
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Emergent Relations between Discriminative Stimuli, Responses, and Consequences in Intraverbals
We explored the emergence of relations between stimuli learned as discriminative, responses, and consequences with intraverbals. In Experiment 1, five 9- and 10-year-old children learned intraverbals that related a country (A) with a city (B)—e.g., “Name a city of Switzerland”; “Davos”—and that country with a predator animal (C). Correct responses were followed by saying the name of a feature of the city (T) or saying an animal preyed by the pred…
Emergence of Third-Order Conditional Discriminations from Learning Discriminations with Unrelated Stimuli
This study explored learning and generalization of a third-order conditional discrimination. Two 8-year-old children learned two auditory–visual conditional discriminations in which they selected visual Japanese syllabic symbols in response to syllables spoken by the experimenter. Then, they learned a third-order conditional discrimination in which they selected between two visual symbols after being exposed to two spoken syllables and one visual…
Learning Symmetrical Relations Facilitates Emergence of Intraverbals after Reading a Text
We studied the effect of prior learning of symmetrical intraverbals on the emergence of complex intraverbals after reading a text. In Experiment 1, eighteen 7- and 8-year-old children read a text with sentences in which A and B stimuli and B and C stimuli were related (e.g., “The Alps” to “Mont Blanc,” and to “Falcon”). Thereafter, all ABC intraverbals (e.g., C–A—“Name the mountain range of the falcon”) were probed without reinforcement with writ…
Emergence of Intraverbal Relations with Stimuli and Responses in a Foreign Language
A foreign language can be learned by acquiring relations among verbal elements in the native and the foreign language and demonstrating emergence. We explored the emergence of intraverbals with stimuli and responses in a foreign language after acquiring relations between two elements (e.g., cow and calf) in the native language. Six adults in the Native-Foreign (N-F) Group learned intraverbals with stimuli in the native language and responses in t…
Behavioral and Psychological Studies (4 works) · Psychology (4 works) · Child and Animal Learning Development (3 works) · Cognitive psychology (3 works) · Linguistics (3 works) · Autism Spectrum Disorder Research (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Communication (2 works) · Computer Science (2 works) · Developmental psychology (2 works)