Abstract
We investigated the role of bidirectional naming in the emergence of analogical reasoning in four typically developing children between the ages 5 and 7. Participants learned to tact both the categories (clothes, furniture, and vehicles) and their relations (same and different) among nine stimuli. They were subsequently tested on analogical responding during which they were presented with two stimuli belonging to the same or different categories and asked to select the comparison that matched the sample. During the last analogy test we asked participants to tell us why they selected a certain comparison. Tact training produced derived analogical responding in two of four participants. The remaining two participants required direct training to solve analogy tests. The results of the current study support previous research that states that participants must engage in both speaker and listener behaviors to solve analogy tasks.