Figure 1.

The P–A, P–B, Q–1 and Q–2 conditional discriminations taught (solid lines) were analogous to teaching that “Cervantes” and “Balzac” were writers and that “Goya” and “Gauguin” were painters, and that “Cervantes” and “Goya” were Spanish and that “Balzac” and “Gauguin” were French. PQ probes (dashed lines) were analogous to assessing the intraverbals “Name a Spanish writer,” “Name a Spanish painter,” “Name a French painter,” and, “Name a French writer.” (Adapted from Pérez-González and Alonso-Álvarez [2008] with permission).