Both protocols follow university guidelines to conduct behavioral research with human participants. RBDT software and the user&#39;s manual can be downloaded from https://osf.io/7xscj/
1. Experiment 1: Relational behavior under different relational criteria without restriction of active patterns of behavior
NOTE: Five elementary school children, between 10 to 11 years-old, volunteered to participate in this study, with the informed consent of their parents and teacher...

<ol>
	<li>K&#246;hler, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Simple+structural+functions+in+the+chimpanzee+and+in+the+chicken.">Simple structural functions in the chimpanzee and in the chicken.</a> A source book of Gestalt psychology. , 217-227 (1918).</li><li>Spence, K. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+differential+response+in+animals+to+stimuli+varying+within+a+single+dimension.">The differential response in animals to stimuli varying within a single dimension.</a> Psychological Review. 44 (5), 430-444 (1937).</li><li>Lazareva, O. F., Wasserman, E. A., Young, M. 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F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Relational+learning+in+a+context+of+transposition:+A+review.">Relational learning in a context of transposition: A review.</a> Journal of the experimental analysis of behavior. 97 (2), 231-248 (2012).</li><li>Lazareva, O. F., Young, M. E., Wasserman, E. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+three-component+model+of+relational+responding+in+the+transposition+paradigm.">A three-component model of relational responding in the transposition paradigm.</a> Journal of Experimental Psychology: Animal Learning and Cognition. 40 (1), 63-80 (2014).</li><li>Leighty, K. A., Grand, A. P., Pittman Courte, V. L., Maloney, M. A., Bettinger, T. 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D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Transposition+in+adults+with+simultaneous+and+successive+stimulus+presentation.">Transposition in adults with simultaneous and successive stimulus presentation.</a> Journal of Experimental Psychology. 68 (1), 103-107 (1964).</li><li>Alberts, E., Ehrenfreund, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Transposition+in+children+as+a+function+of+age.">Transposition in children as a function of age.</a> Journal of Experimental Psychology. 41 (1), 30-38 (1951).</li><li>Johnson, R. C., Zara, R. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Relational+learning+in+young+children.">Relational learning in young children.</a> Journal of Comparative and Physiological Psychology. 53 (6), 594-597 (1960).</li><li>Lazareva, O. F., Miner, M., Wasserman, E. A., Young, M. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Multiple-pair+training+enhances+transposition+in+pigeons.">Multiple-pair training enhances transposition in pigeons.</a> Learning &amp; Behavior. 36 (3), 174-187 (2008).</li><li>Marsh, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Relational+learning+in+the+pigeon.">Relational learning in the pigeon.</a> Journal of Comparative and Physiological Psychology. 64 (3), 519-521 (1967).</li><li>Pushkina, A. G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mechanisms+of+Transposition+of+Relations+in+Preschool-Age+Children.">Mechanisms of Transposition of Relations in Preschool-Age Children.</a> Soviet Psychology. 9 (3), 213-234 (1971).</li><li>Jackson, T. A., Dominguez, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Studies+in+the+transposition+of+learning+by+children:+II.+Relative+vs.+absolute+choice+with+multi-dimensional+stimuli.">Studies in the transposition of learning by children: II. Relative vs. absolute choice with multi-dimensional stimuli.</a> Journal of Experimental Psychology. 24 (6), 630-639 (1939).</li><li>Jackson, T. A., Jerome, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Studies+in+the+transposition+of+learning+by+children:+IV.+A+preliminary+study+of+patternedness+in+discrimination+learning.">Studies in the transposition of learning by children: IV. A preliminary study of patternedness in discrimination learning.</a> Journal of Experimental Psychology. 26 (4), 432-439 (1940).</li><li>McKee, J. P., Riley, D. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Auditory+Transposition+in+Six-Year-Old+Children.">Auditory Transposition in Six-Year-Old Children.</a> Child Development. 33 (2), 469 (1962).</li><li>Riley, D. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Experiments+on+the+development+of+pitch+and+loudness+as+psychological+dimensions.">Experiments on the development of pitch and loudness as psychological dimensions.</a> Anthropology &amp; Medicine. 13 (5), 312-318 (1965).</li><li>Jackson, T. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Studies+In+The+Transposition+Of+Learning+By+Children:+III.+Transpositional+Response+As+A+Function+Of+The+Number+Of+Transposed+Dimensions.">Studies In The Transposition Of Learning By Children: III. Transpositional Response As A Function Of The Number Of Transposed Dimensions.</a> Journal of Experimental Psychology. 25 (1), 116-124 (1939).</li><li>Lawrence, D. H., Derivera, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Evidence+for+relational+transposition.">Evidence for relational transposition.</a> Journal of Comparative and Physiological Psychology. 47 (6), 465 (1954).</li><li>Derenne, A., Garnett, A. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+Successive+and+Simultaneous+Stimulus+Presentations+on+Absolute+and+Relational+Stimulus+Control+in+Adult+Humans.">Effects of Successive and Simultaneous Stimulus Presentations on Absolute and Relational Stimulus Control in Adult Humans.</a> The Psychological Record. 66 (1), 165-175 (2016).</li><li>Stevenson, H. W., Iscoe, I., McConnell, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+developmental+study+of+transposition.">A developmental study of transposition.</a> Journal of Experimental Psychology. 49 (4), 278-280 (1955).</li><li>Yamazaki, Y. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Transposition+and+its+generalization+in+common+marmosets.">Transposition and its generalization in common marmosets.</a> Journal of Experimental Psychology: Animal Learning and Cognition. , 20140505 (2014).</li><li>Kroupin, I., Carey, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Population+differences+in+performance+on+Relational+Match+to+Sample+(RMTS)+sometimes+reflect+differences+in+inductive+biases+alone.">Population differences in performance on Relational Match to Sample (RMTS) sometimes reflect differences in inductive biases alone.</a> Current Opinion in Behavioral Sciences. 37, 75-83 (2021).</li><li>Wasserman, E. A., Young, M. E., Castro, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mechanisms+of+same-different+conceptualization:+entropy+happens.">Mechanisms of same-different conceptualization: entropy happens.</a> Current Opinion in Behavioral Sciences. 37, 19-28 (2021).</li><li>Kotovsky, L., Gentner, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Comparison+and+Categorization+in+the+Development+of+Relational+Similarity.">Comparison and Categorization in the Development of Relational Similarity.</a> Child Development. 67 (6), 2797-2822 (1996).</li><li>Gibson, E. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Principles of perceptual learning and development. , (1969).</li><li>Lombardo, T. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The Reciprocity of Perceiver and Environment: The Evolution of James J. Gibson's Ecological Psychology. , (2017).</li><li>Turvey, M. T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Lectures on Perception: An Ecological Perspective. , (2018).</li><li>Gibson, J. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The Ecological Approach to Visual Perception: Classic Edition. , (2014).</li><li>Gibson, J. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+theory+of+direct+visual+perception.">A theory of direct visual perception.</a> Vision and mind: selected readings in the philosophy of perception. , (2002).</li><li>Zinchenko, V. P., Chzhi-tsin, V., Tarakanov, V. V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Formation+and+Development+of+Perceptual+Activity.">The Formation and Development of Perceptual Activity.</a> Soviet Psychology and Psychiatry. 2 (1), 3-12 (1963).</li></ol>

The authors have nothing to disclose.

The proposed paradigm expands and deepens the systematic study of relational behavior in humans in the framework of the transposition paradigm. On the one hand, it allows the analysis of some factors and parameters previously studied in the area - e.g., stimulus modality2,5,10,23,26; difference or disparity between stimuli4,<...

The ability to recognize and respond based on the relational qualities of objects regardless of absolute attributes that each one possesses is named relational behavior. From an ecological view, relational behavior could be critical to the adjustment of the organisms, humans and not humans, to complex and dynamic natural environments. In social and ecological contexts, the organisms are constrained to respond to permutable aspects of the environment (e.g., food, predators) that vary in relation to given qualities (e.g., size, color, smell, the intensity of a given sound, etc.) of the objects, events, and other organisms. One of the most exciting and controversial issues in the history of behavioral science is the emergence of relational behavior. This is, do animals (non-humans and humans) perceive and respond to relational qualities of stimuli, regardless of the absolute attributes that each one possess?1,2,3,4,5. The affirmative answer implies that organisms&#39; responses integrates segments of stimulation that vary in degree in, at least, one relevant dimension or quality, such as the size or saturation of the stimuli6,7. In spite of the cited controversy, there is strong evidence that supports the emergence of relational behavior in animals4,8,9,10 and humans11,12,13,14,15,16,17,18.
Different paradigms have been used for the analysis of relational behavior. The most extensively employed has been the transposition task5,8. In the transposition task, the participant responds to a given stimulus in such a way that its relevant property (e.g., &#39;shorter than&#39;) is relative to the property of other stimuli in the context of a composed gradient of multiple values (at least three) in a given dimension (e.g., size). Different specific values of the stimuli can take different relational values within the gradient; this is, the specific value of each stimulus can permute its relational values in a given dimension. In simple words, the same stimuli could be &#39;shorter than&#39; or &#39;bigger than&#39; depending on comparison stimuli within a size gradient. Some of the reasons of why the transposition task has been a central paradigm for the study of relational behavior are the following: a) the paradigm is susceptible to be extended to different stimuli dimensions2,19,20,21,22,23,24,25; b) by consequence, it is useful for the study of relational behavior in different species (e.g., chickens, pigeons, chimpanzee, turtles, horses, humans)2,4,10,11,18,26; c) it clearly shows changes of the relational value of the stimuli9; d) the task allows parametrical variations of different relevant factors involved in relational behaviour9 and; e) the task allows to conduct comparative studies between different stimuli dimensions and different species or organisms27,28,29,30.
The study of relational behavior in animals is more extensive, systematic and has stronger evidence than in humans. The main reason of this is the &#39;ceiling effect&#39; frequently observed when the participants are humans11. In this context, recently challenging tasks have been proposed based on transposition for the study of relational behavior in this population6,7,11. In this way, the present work advances from the previous ones and presents a paradigm based on a modified-transposition task for the continuous analysis of relational behavior in humans.
Relational behavior under the transposition paradigm has been usually studied in simple choice situations, with only two stimulus options, and a reduced number of values along a single stimulus dimension in which participants are not allowed to display active patterns with respect to stimuli (e.g., inspecting, dragging, moving, and placing figures). Nevertheless, the experimental analysis of relational behavior might include situations with a) a greater number of stimulus values that allows to permutate or change the relational value of the stimuli; b) more than one relevant stimulus dimension and c) active behavioral patterns requirements, beyond the usually discrete dichotomous selections of the participants. These modifications would allow to evaluate factors not previously considered, mainly, the role of active patterns (e.g., inspecting, dragging, moving and placing figures) in relational behavior, and might prevent the &#34;ceiling effect&#34; observed when linguistic humans solve the standard task11.
RBDT allows the integration of patterns based on discrete responses (e.g., stimuli selection, placement of figures) and continuous responses (e.g., tracking of cursor movements, figure dragging) to analyze the emergence of relational behavior. Two different relational compounds, comprising two stimulus each one, show the same relational properties. They are presented as a sample to compose two new stimulus segments, by means of the active patterns of the participant. The task requires the relational comparability of the stimulus segments. This involves that each one of the two constructed stimulus-segments can be compared to one another as equivalent in terms of their relational properties, but also with respect to the two-sample stimulus-segments. The relations are identified in terms of &#34;greater than&#34; or &#34;less than&#34; magnitude (i.e., size or saturation).
To exemplify some of the possibilities of the experimental arrangements allowed by the presented paradigm, two experiments were conducted. The first experiment shows an exploration of relational behavior under different relational criteria without restriction of active patterns of behavior. The second experiment contrasts the dynamics of relational behavior under restriction of behavioral patterns adding a continuous recording and analysis of dragging and inspection activity with the mouse cursor.

<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<tbody>
		<tr>
			<td>Pentium Laptop Computer</td>
			<td>-</td>
			<td>-</td>
			<td>Monitor must be a minimum of 14&#34;, and windows processor.</td>
		</tr>
		<tr>
			<td>Keyboard</td>
			<td>-</td>
			<td>-</td>
			<td>-</td>
		</tr>
		<tr>
			<td>Optic Mouse</td>
			<td>-</td>
			<td>-</td>
			<td>It is suggested to use a device other than the touchpad to be used as a mouse.</td>
		</tr>
		<tr>
			<td>RbDT</td>
			<td></td>
			<td></td>
			<td>https://osf.io/7xscj/</td>
		</tr>
	</tbody>
</table>

rbdt: a computerized task system based in transposition for the continuous analysis of relational behavior dynamics in humans

The most extensively employed paradigm for the analysis of relational behavior is the transposition task. Nevertheless, it has two important limitations for its use in humans. The first one is the &#34;ceiling effect&#34; reported in linguistic participants. The second limitation is that the standard transposition task, being a simple choice task between two stimuli, does not include active behavioral patterns and their recording, as relevant factors in emergence of relational behavior. In the present work, a challenging multi-object task based on transposition, integrated with recording software, is presented. This paradigm requires behavioral active patterns to form stimuli compounds with a given relational criteria. The paradigm is composed of three arrangements: a) a bank of stimuli, b) sample relational compounds, and c) comparison relational compounds. The task consists of the participant constructing two comparison relational compounds by dragging figures of a bank of stimuli with the same relation shown by the sample relational compounds. These factors conform an integrated system that can be manipulated in an individual or integrative manner. The software records discrete responses (e.g., stimuli selections, placements) and continuous responses (e.g., tracking of cursor movements, figure dragging). The obtained data, data analysis and graphical representations proposed are compatible with frameworks that assume an active nature of the attentional and perceptual processes and an integrated and continuous system between the perceiver and the environment. The proposed paradigm deepens the systematic study of relational behavior in humans in the framework of the transposition paradigm and expands it to a continuous analysis of interaction between active patterns and the dynamics of relational behavior.

EXPERIMENT 1: 
The behavioral continuum of each participant was analyzed. Analysis included comparison of excessive placements and variety of placement sequences, latencies in seconds between placements, choice of permutable, non-permutable and irrelevant stimuli, and correct (correct trials regardless of the number of placements or use of corrective trials) and accurate trials (correct trials with four placements and without corrective trials).
In the ordering task, whic...

Watch this Scientific Journal Video about RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans at JoVE.com

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

RBDT integrates behavioral patterns based on discrete responses (e.g., stimuli selection, placement of figures) and continuous responses (e.g., tracking of cursor movements, figure dragging) to study relational behavior with humans. RBDT is a challenging task based on transposition, in which the participant sets up stimuli compounds with a relational criterion (more/less than).

The most extensively employed paradigm for the analysis of relational behavior is the transposition task. Nevertheless, it has two important limitations ...

One of the most exciting and controversial issues in the history of behavioral science is emergence of relational behavior. This is, do animals, non-humans, and humans perceive and respond to relational qualities of a stimuli, regardless of the absolute attributes that each one possess? In spite of the cited controversy, there is a strong evidence that supports the emergence of relational behavior in animals and humans.Different paradigms have been used for the analysis of relational behavior. The most extensively employed has been the transposition task. Relational behavior under the transposition paradigm has been naturally studied in simple choice situations with only two stimulus options.In which participants are not allowed to display patterns of activity with respect to stimuli. On the other hand, the study of relational behavior in animals is more extensive, systematic, and has a stronger evidence that in humans. The main reason of this is the ceiling effect, frequently observed when the participants are humans.In this context, a recently challenging task have been proposed based on transposition for the study of relational behavior in humans. In this way, the person work advances from the previous ones and presents RBDT, a paradigm based on the modified transposition task for the continuous analysis of relational behavior in humans. RBDT was assigned to allow the integration and continuous analysis of patterns of activity in the study of relational behavior.RBDT was programmed in Java. It automatically record responses and presents a graphical representation of data. The program to conduct experimental task will be available for download.In the experimental task, 15 stimuli subjects, SOs, consisting of different shapes were presented. Five of these SOs were relevant to the completion of the task and ten were irrelevant, as shown in the left part of figure one. Five different shapes where used as relevant stimulus objects.Pentagon, rectangle, horizontal rhomboid, parallelogram, and figure in V.10 different shapes were used as irrelevant stimulus subjects. Hexagon, triangle, circle, trapezoid, oval, rhombus, square, vertical rhomboid, trapezium, and irregular figure in L.SOs could vary in color saturation or size. In this experiment, as SOs, we employed four different degrees of saturation, black, dark gray, gray, and light gray.The size trimming constant. SOs were presented in a computer screen divided in three zones as shown in the left part of figure two. In the upper left part of the screen, the sum of sample relational components one and two, SRC one and two was located.Two different pairs of figures that set as relationship criteria were shown. Each pair exemplified two degrees of saturation's relationship, darker or lighter than with the same shape. In the lower left part of the screen, the sum of comparisons relational compounds one and two, SRC one and two was located.Two pairs of empty spaces were located in this zone. The participant had to form two new pairs of figures that would fill the exemplify criteria by choosing figures from the bank. On the right side of the screen is a bank zone.In each trial, the bank contain 18 different figures that acquire different relational properties, depending on the criteria exemplified by the SRC one and two. Six figures made the criteria set by the SRC permutable figures. Six figures were eligible to be used correctly, but under another criteria, non-permutable figure.And six figures did not meet the criteria set by the SRC, irrelevant figures. To place the figures in the CRC zone, the participant had to select the figure with the mouse pointer and drag it to the blank spaces in the CRC zone. Placement of figures could be in different sequences and they could be changed.To simplify, some of the possibilities of the experimental arrangements allowed by RBDT, two experiments were conducted. The first experiment shows an exploration of relational behavior under different relational criteria without restriction of active patterns of behavior. The second experiment contrasts the dynamics of relational behavior on the restriction of behavioral patterns adding a continuous recording and analysis of dragging an inspection activity with the mouse cursor.The behavioral continuum of each participant was analyzed. Analysis included comparison of excessive placements, and variety of placement sequences. Latencies in seconds between placements, choice of permutable, non-permutable, and irrelevant stimuli, and correct and accurate trials.For figure five to seven, the first upper panel show sequences of placement in the CRCs. Each bar represents a trial. Inside this, its color represents one of four empty spaces of CRCs.Upper left, red, upper right, green, lower left, gray, lower right, purple. Vertical color variation in each bar indicates sequence of placements in each trial. The height of the bars indicates the use of excessive placements or the use of correction trials.Two point sequences are shown at the top of the first panel. Blue dots, first sequence represent accurate trials. This is correct trials with four placements and without corrective trials.Black dots, second sequence represent correct trials. This is correct trials regardless of the number of placements or use of corrective trials. The second, lower panel of the figures shows the type of stimuli chosen in each trial.Permutable, red, non-permutable, green, and irrelevant, gray. There are several aspects of the figures that are important to notice to account for the differences in relational behavior for each participant. One, uninterrupted sequences of at least three accurate and correct trials are important since they're an indicator of the establishment of relational behavior.Two, variation in the horizontal colored tiles in the first spaniel. This indicates variety in the placement sequences instead of single color segments that indicate that a participant did not vary the placement sequences from trial to trial, which would be considered a stereotypical patterns. Three, the heights of the bar.Their increases and decreases. This indicates excessive placement to conform the CRC and the use of corrective trials. Four, predominance of red color in the second panel, which indicates predominance of choosing permutable stimuli.In figure 13, the dragon figure stroke the cursor blue points, course of movements, stress points, and the cursors are both green points are shown for each participant road experiment two. In both participants, figures serving drag from the bank zone to the CRC zone, and in some cases is to illustrate and test figure dragging is observe inside the CRC zone. In P1, less density of red points is observed.This is less cursor movement. Furthermore, red points are observed to a greater extent in the CRC and bank zones. Green points are observed only during S1.Later disappears, and then series of red points increases, but not to the same degree as in P2.In participant with restriction of local patterns, P2, red point are observe in the CRC zone.This indicates that the participant move the cursor within this zone. Even from S3, movements are observed in the CRC zone. In addition to the movements observed in the bank zone, the green points that indicate that the cursor was in repose are observed to a greater extent during S1 and S2.Later disappear almost completely, and the density of red point increases.The proposed paradigm is especially useful in the framework of approaches that assume. A, an active measure of the attentional and perceptual processes, and B, an integrated and continuing system between the perceiver. This is a active patterns and the environment.This is the relation between a stimuli. RPDT allows to manipulate four groups of factors related to the arrangement of stimuli and behavioral patterns. These are factor related to the sample relational compounds, factor related to comparison relational compounds, factor related to the bank of stimuli, and factor related to the active behavioral patterns.These four groups of factors come form an integrated system that can be manipulated and studied in an individual or in integrative manner. The obtain data, data analysis and graphical representations allow to investigate the role of the behavioral patterns, such as inspection and tracking figures, movement sequences, and variety of patterns in the emergence of relational behavior.

rbdt-computerized-task-system-based-transposition-for-continuous

Research

JoVE Journal

Behavior

2.9K Views.  Universidad Veracruzana. One of the most exciting and controversial issues in the history of behavioral science is emergence of relational behavior. This is, do animals, non-humans, and humans perceive and respond to relational qualities of a stimuli, regardless of the absolute attributes that each one possess? In spite of the cited controversy, there is a strong evidence that supports the emergence of relational behavior in animals and humans.Different paradigms have been used for the analysis of relational b...