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Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B. & Smeets, P. M. (2001). Exemplar training and a derived transformation of function in accordance with symmetry: II. The Psychological Record, 51, 589-603.


Barnes-Holmes, Y., Barnes-Holmes, D. & Cullinan, V. (2001). In Relational frame theory: A post-Skinnerian account of human language and cognition. Hayes, S. C. (Ed.); Barnes-Holmes, D. (Ed.); Roche, B. (Ed.), (pp. 181-195). New York, NY, US: Kluwer Academic/Plenum


Barnes-Holmes, Y., Barnes-Holmes, D. & Murphy, C. (2004). Teaching the generic skills of language and cognition: Contributions from relational frame theory. In Moran, Daniel J. (Ed.); Malott, Richard W. (Ed.), Evidence-based educational methods. San Diego, CA, US: Elsevier Academic Press.


Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B., Healy, O., Lyddy, F., Cullinan, V. & Hayes, S. C. (2001). Psychological Development. In Hayes, Steven C. (Ed.); Barnes-Holmes, Dermot (Ed.); Roche, Bryan (Ed.), Relational frame theory: A post-Skinnerian account of human language and cognition (pp. 157-180). New York, NY, US: Kluwer Academic/Plenum Publishers, 2001.


Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B. & Smeets, P. M. (2001). Exemplar training and a derived transformation of function in accordance with symmetry. The Psychological Record, 51, 287-308.


Berens, N. M. & Hayes, S. C. (2007). Arbitrarily applicable comparative relations: Experimental evidence for a relational operant. Journal of Applied Behavior Analysis, 40, 45-71.


Cassidy, S., Roche, B. & Hayes, S. C. (2011). A relational frame training intervention to raise Intelligence Quotients: A pilot study. The Psychological Record, 61, 173-198.


Cassidy, S., Roche, B. & O’Hora, D. (2010). Relational Frame Theory and human intelligence. European Journal of Behavior Analysis, 11, 37-51.


Christoff, K., Keramatian, K., Gordon, A. M., Smith, R., & Mädler, B. (2009). Prefrontal organization of cognitive control according to levels of abstraction. Brain Research, 1286, 94-105.


Gómez, S. López, F., ; Martín, C. B., Barnes-Holmes, Y. & Barnes-Holmes, D. (2007). Exemplar training and a derived transformation of functions in accordance with symmetry and equivalence. The Psychological Record, 57, 273-294.


Gore, N. J.; Barnes-Holmes, Yvonne & Murphy, Glynis. (2010). The Relationship between Intellectual Functioning and Relational Perspective-Taking. International Journal of Psychology & Psychological Therapy, 10, 1-17.


Gorham, Marie; Barnes-Holmes, Y., Barnes-Holmes, D. & Berens, N. (2009). Derived comparative and transitive relations in young children with and without autism. The Psychological Record, 59, 221-246.


Christoff, K., Keramatian, K., Gordon, A. M., Smith, R., & Mädler, B. (2009). Prefrontal organization of cognitive control according to levels of abstraction. Brain Research, 1286, 94-105.


Luciano, C., Becerra, I. G., & Valverde, M. R. (2007). The role of multiple-exemplar training and naming in establishing derived equivalence in an infant. Journal of the Experimental Analysis of Behavior, 87, 349-365.


McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Relational Frame Account of the Development of Complex Cognitive Phenomena: Perspective-taking, False Belief Understanding, and Deception. International Journal of Psychology & Psychological Therapy, 4, 303-324.


McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. Perspective-Taking as Relational Responding: A Developmental Profile. (2004). The Psychological Record, 54, 115-144.


Murphy, C., Barnes-Holmes, D. & Barnes-Holmes, Y. (2005). Derived manding in children with autism: Synthesizing Skinner's verbal behavior with relational frame theory. Journal of Applied Behavior Analysis, 38, 445-462.


Murphy, C., & Barnes-Holmes, D. (2009). Derived more-less relational mands in children diagnosed with autism. Journal of Applied Behavior Analysis, 42, 253-268.


Murphy, C., & Barnes-Holmes, D. (2009). Establishing derived manding for specific amounts with three children: An attempt at synthesizing Skinner's Verbal Behavior with relational frame theory. The Psychological Record, 59, 75-92.


Oberauer, K. (2003). The multiple faces of working memory: Storage, processing, supervision, and coordination. Intelligence, 31(2), 167-193.


O'Connor, J., Barnes-Holmes, Y., & Barnes-Holmes, D. (2011). Establishing contextual control over symmetry and asymmetry performances in typically developing children and children with autism. The Psychological Record, 61, 287-312.


O'Toole, C., Barnes-Holmes, D., Murphy, C., O'Connor, J., & Barnes-Holmes, Y. (2009). Relational flexibility and human intelligence: Extending the remit of Skinner's Verbal Behavior. International Journal of Psychology & Psychological Therapy, 9, 1-17.


Ramsden, S., Richardson, F. M., Josse,G., Thomas, M. S. C., Ellis, C., Shakeshaft, C., Seghier, M. L. & Price, C. P. (2011). Verbal and non-verbal intelligence changes in the teenage brain. Nature 479, 113–116.


Rehfeldt, R. & Barnes-Holmes, Y. (2009). Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. Oakland, CA: New Harbinger.


Roche, B., Cassidy, S. & Stewart, I. (2013). Nurturing genius: Realizing a foundational aim of Psychology, In Kashdan, T & Ciarrochi, J. (Eds.), Cultivating well-being: Treatment innovations in Positive Psychology, Acceptance and Commitment Therapy, and beyond, pp. 267-302. Oakland, CA: New Harbinger.


Rosales, R., Rehfeldt, R., & Lovett, S. (2011). Effects of multiple exemplar training on the emergence of derived relations in preschool children learning a second language. Analysis of Verbal Behavior, 27, 61-74.


Stewart, I., Tarbox, J., Roche, B., & O’Hora, D. (2013). Education, intellectual development, and relational frame theory. In Dymond, S. & Roche, B. (Eds.), Advances in Relational Frame Theory: Research & Application, pp. 178-198. Oakland, CA: New Harbinger.


Vitale, A., Barnes-Holmes, Y., Barnes-Holmes, D., & Campbell, C. (2008). Facilitating responding in accordance with the relational frame of comparison: Systematic empirical analyses. The Psychological Record, 58, 365-390.


Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a deictic relational repertoire in young children. The Psychological Record, 61, 371-390.


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