141 results on '"Pérez-González, Luis Antonio"'
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2. Emergent Relations between Discriminative Stimuli, Responses, and Consequences in Intraverbals
3. Emergence of Third-Order Conditional Discriminations from Learning Discriminations with Unrelated Stimuli
4. Emergence of a three‐sample conditional discrimination as foundation for reasoning capabilities
5. Emergence of Naming Relations and Intraverbals after Auditory Stimulus Pairing: Effects of Probing the Listening Skill First
6. Contextual control over equivalence and nonequivalence explains apparent arbitrary applicable relational responding in accordance with sameness and opposition
7. Emerging Tacts and Selections from Previous Learned Skills: A Comparison between Two Types of Naming
8. Induction of naming after observing visual stimuli and their names in children with autism
9. Emergence of Intraverbals with Antonyms Derived From Relations with Verbal and Nonverbal Stimuli
10. Emergence of Symmetrical Intraverbals Facilitated by Learning Skills With the Intraverbal Responses
11. Effect of Learning Tacts or Tacts and Intraverbals on the Emergence of Intraverbals About Verbal Categorization
12. Emergence of Naming Relations and Intraverbals After Auditory Stimulus Pairing
13. Exemplars and Categories Necessary for the Emergence of Intraverbals About Transitive Reasoning in Typically Developing Children
14. Transfer of Three Functions of Contextual Stimuli in Conditional Discriminations
15. Stimuli with identical contextual functions taught independently become functionally equivalent
16. Emergence of Third-Order Conditional Discriminations from Learning Discriminations with Unrelated Stimuli
17. Emerging Tacts and Selections from Previous Learned Skills: A Comparison between Two Types of Naming
18. Emergence of Complex Intraverbals Determined by Simpler Intraverbals
19. Observing Tacting Increases Uninstructed Tacts in Children with Autism
20. Discriminative Processes Involved in Reasoning: Emergence of Intraverbals
21. Naming completo con estimulos abstractos bidimensionales en niños de seis anos
22. Concept formation based on value relations evaluated with a matching-to-sample procedure
23. Equivalence class analysis of responding consistent with the relational frame of opposition
24. Stimulus Relations Analysis and the Emergence of Novel Intraverbals
25. Control by Contextual Stimuli in Novel Second-Order Conditional Discriminations
26. Emergence of Complex Conditional Discriminations by Joint Control of Compound Samples
27. Derived control by compound and single stimuli in a matching-to-sample task in children
28. Planeamiento estratégico para el uso de digital farming en Colombia
29. Aprendizaje de tactos visuales como efecto de la emergencia del naming por emparejamiento en niños de cuatro años
30. EQUIVALENCE CLASS FORMATION IN ELDERLY PERSONS
31. Concept formation based on the relations among values of multi-component figures
32. Analysis of apparent demonstrations of responding in accordance with relational frames of sameness and opposition
33. Emergence of intraverbals with categories as responses after learning intraverbals with elements in reverse stimulus-response functions
34. Derived control by compound and single stimuli in a matching-to-sample task in children
35. Psicothema
36. Emergence of intraverbals after learning a conditional discrimination with written words
37. Naming completo con estímulos abstractos bidimensionales en niños de seis años
38. Comprehensive program to teach skills to children with autism
39. How to teach children with autism to ask questions functionally relevant: a systematic replication
40. Observing Tacting Increases Uninstructed Tacts in Children with Autism
41. Learning processes in conditional discriminations
42. La formación de clases de equivalencia en ancianos
43. Más vale prevenir que curar
44. Functional stimuli classes and contextual control in conditional discriminations
45. COMMON CONTROL BY COMPOUND SAMPLES IN CONDITIONAL DISCRIMINATIONS
46. Emergencia de conductas no entrenadas
47. EMERGENCE OF INTRAVERBAL ANTONYMS IN CHILDREN WITH PERVASIVE DEVELOPMENTAL DISORDER
48. GENERALIZATION OF TACTING ACTIONS IN CHILDREN WITH AUTISM
49. USING A COMBINED BLOCKING PROCEDURE TO TEACH COLOR DISCRIMINATION TO A CHILD WITH AUTISM
50. THE ROLE OF SPECIFIC CONSEQUENCES IN THE MAINTENANCE OF THREE TYPES OF QUESTIONS
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