The aim of this study was to evaluate three variations of the saying-doing correspondence discrimination training on the performance effectiveness in transference learning test (intramodal, extramodal, and extrarelational), in a second-order conditional discrimination tasks. Participants were trained in both identity and difference relations in a particular saying-ding correspondence type; saying instances (condition 1), saying modality (condition 2) saying relations (condition 3), sequential training (condition 4), inverse training (condition 5), and one experimental group (condition 6) without saying-doing correspondence training. Then, participants were tested with new stimuli both intramodal and extramodal test. Finally, a new selector stimulos was included in the extrarelational test. Each participant was asked to report the functionality of each selector stimuli. Results were analyzed in the conceptual frame of the behavior theory, and rule-governed behavior

Este artículo de investigación presenta los resultados de un estudio que evaluó los efectos de tres variaciones del entrenamiento de la correspondencia decir-hacer (decir la instancia de los estímulos, las dimensiones que los relacionan o conceptualizar su relación), sobre la efectividad de la ejecución en las pruebas de transferencia intramodales (intrasituacionales), extramodales (extradimensionales) y extrarrelacionales (transituacionales), en tareas de discriminación condicional de segundo orden bajo arreglos de igualación a la muestra. Los resultados obtenidos se analizaron conceptualmente desde la teoría de la conducta y la conducta gobernada por reglas