Resumen de Comportamiento relacional y aprendizaje: innovaciones en la teoría de los marcos relacionales
Oscar Giovanni Balderas Trejo, María Luisa Cepeda Islas, María Leticia Bautista-Díaz
Psychology has traditionally explored learning by emphasising intelligence measurement and effective pedagogical strategies. However, terms like “intelligence,” “learning,” and “knowledge” are not precise technical concepts but everyday terms with variable meanings, complicating rigorous experimental examination. The Relational Frame Theory (RFT) offers an alternative framework, intro- ducing relational behaviour as a new unit of analysis. This behaviour refers to the ability to establish symbolic and contextual relationships beyond immediate experience. RFT emphasises that context and reinforcement history are crucial for understanding how internal events predict and modify behaviour.
It redefines behaviour to include all actions, both public and private, making relational response a key functional unit for analysing verbal behaviour. This approach, based on discriminated operants, aims to provide an inductive explanation of cognition and language, addressing issues like language origins, self-reference, and cognitive evaluation. RFT characterises relational responses by properties of mu- tual linkage, combinatorial linkage, and transformation of stimulus functions, facilitating accelerated learning and adaptation. These responses play a crucial role in adaptability, correlating with superior cognitive and linguistic skills. RFT introduces a multidimensional and multilevel model (MDML) to study these relationships, conceptualising degrees of derivation, complexity, coherence, and flexibility.
MDML illustrates how analytical units interact in experimental and practical settings, offering a tool to study dynamic functional relationships and their impact on learning and cognition.
