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Stewart, Ian, Roche, Bryan, O'Hora, Denis and Tarbox, Jonathan (2013) Education, intellectual development, and relational frame theory. In: Advances in Relational Frame Theory: Research and Application. New Harbinger Publications., pp. 177-197.
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Abstract
There is now considerable evidence to support the Relational Frame Theory (RFT) position that arbitrarily applicable relational responding or relational framing is the core behavior that characterizes human language and cognition across contexts. The capacity to frame relationally correlates with linguistic and cognitive performance more generally and specifically with measures of both intellectual ability and educational attainment. It makes sense therefore, that, by training relational framing, intellectual performance and educational attainment can be enhanced. The current chapter reviews current research in support of this exciting proposition.
| Item Type: | Book Section |
|---|---|
| Additional Information: | This is the preprint version of the published chapter, which is available at: Stewart, I., Tarbox, J., Roche, B., & O'Hora, D. (2013). Education, intellectual development, and relational frame theory. In S. Dymond & B. Roche (Eds.), Advances in relational frame theory: Research and application (pp. 177-197). Oakland, CA, US: Context Press/New Harbinger Publications. |
| Keywords: | Relational Frame Theory; Education; Intellectual development; |
| Academic Unit: | Faculty of Science and Engineering > Psychology |
| Item ID: | 10685 |
| Depositing User: | Dr. Bryan Roche |
| Date Deposited: | 03 Apr 2019 16:16 |
| Publisher: | New Harbinger Publications. |
| Refereed: | Yes |
| Related URLs: | |
| URI: | https://mu.eprints-hosting.org/id/eprint/10685 |
| Use Licence: | This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here |
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