Date of Award


Degree Name

Master of Arts



First Advisor

Dr. Alyce M. Dickinson

Access Setting

Masters Thesis-Campus Only


This study examined the role of the double-reversed relation in the relational frame theory approach to perspective-taking. Three 5 year old children participated in the study and were exposed to a relational frame pretest/posttest and a double-reversed relational training procedure. Theory of Mind tests were used for inclusionary criteria as well as measures of external validity. Only 1 participant met mastery criteria on the double-reversed training. However, all participants performed at higher levels on doublereversed relations during training than in baseline. Improvement on Theory of Mind tests were observed for 2 of the 3 participants. The study highlighted that it may be possible to learn to respond to double-reversed relations without relationally framing. Further research should explore this point as well as other formats to teaching perspective-taking skills.

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