Testing and developing procedures for assessing and training hierarchical classification skills in young children using relational frame theory

Abstract

The current thesis aimed to conceptualise, assess and train features of hierarchical classification from a behaviour analytic, or more specifically a Relational Frame Theory (RFT), perspective. Classification refers to grouping stimuli according to shared physical or functional characteristics (Barnes-Holmes, Dymond, & O’Hora, 2001). Hierarchical classification is a more complex form of classification, whereby classes themselves are classified as members of other classes. For example, a “budgie” is a member of the class of “bird”, and the class of “bird” is a member of the class of “animal”. Classification can be conceptualised as involving particular types of framing. RFT sees containment (A is in B; B contains A) and hierarchical (A is a type of B; B is a class containing A) relational responding as core repertoires for categorisation. As such, RFT regards both containment and hierarchical relational responding as core repertoires for categorisation.