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Access Type
WSU Access
Date of Award
January 2025
Degree Type
Thesis
Degree Name
M.A.
Department
Psychology
First Advisor
John Woodard
Abstract
This study explores the relationship between relational learning, as framed by Relational Frame Theory (RFT), and general cognitive functioning, specifically fluid reasoning (Gf) and crystallized knowledge (Gc). A sample of 72 healthy young adults aged 18–30 participated in a computer-based stimulus equivalence task. The task assessed relational learning across two conditions: familiar letters and novel abstract symbols, measuring accuracy, response times, and throughput. Participants also completed standardized cognitive assessments from the Woodcock-Johnson IV battery, providing indices of Gf, Gc, and processing speed (Gs).
Results revealed that Gf was the strongest predictor of relational learning accuracy, particularly in conditions requiring novel problem-solving, such as abstract symbol relations. Conversely, Gc showed weaker associations, primarily contributing to accuracy when familiar stimuli were used. Performance differed by relation type, with trained relations being more easily mastered compared to derived (mutually entailed or combinatorial) relations. Notably, derived relations were more strongly linked to Gf, highlighting the role of abstract reasoning in higher-order relational learning.
This research enriches the empirical basis for RFT by quantifying how fundamental cognitive abilities predict relational learning. Findings suggest that relational learning tasks may serve as sensitive neuropsychological measures of cognitive functioning and have potential applications in clinical assessments and interventions, particularly in populations with developmental or cognitive impairments. Future research should explore the implications of these findings across the lifespan and in diverse clinical populations.
Recommended Citation
Halter, Colt, "A Relational Learning Paradigm And Cognitive Functioning In Young Adults" (2025). Wayne State University Theses. 990.
https://digitalcommons.wayne.edu/oa_theses/990