Abstract illustration symbolizing the connection between words, text, and images in learning.

Unlocking Learning: How Tact and Textual Skills Shape Equivalence in Education

Mira Elwood in Mind & Education August 2025 • 4 min read.

"Exploring the critical role of verbal skills in stimulus equivalence for college students and beyond"

In the ever-evolving landscape of education, understanding how students learn and process information is paramount. Traditional educational models often treat all learning as equal, but cognitive research suggests that different types of verbal skills—specifically tact and textual skills—play distinct roles in the learning process. These differences become particularly intriguing when considering stimulus equivalence, a core concept in behavioral psychology that describes how individuals relate different stimuli as being interchangeable.

Stimulus equivalence occurs when learners, after being taught that stimulus A is related to stimulus B and that stimulus A is also related to stimulus C, infer that B and C are related—even without direct instruction. This inferred relationship highlights the brain's ability to form connections and categorize information, impacting everything from language acquisition to problem-solving.

A recent study explored the reinforcing functions of tact and textual verbal relations within stimulus equivalence, providing valuable insights into how these skills affect learning preferences and outcomes among college students. This article unpacks the findings of this research, offering educators and learners alike a fresh perspective on optimizing learning strategies.

The Core of Tact and Textual Skills

Abstract illustration symbolizing the connection between words, text, and images in learning.

Before diving into the research findings, let's define tact and textual skills. Tact verbal relations involve describing or naming objects and events in the environment. For example, a student sees a picture of an apple and says 'apple.' This is a direct, sensory-based response. Textual verbal relations, on the other hand, involve reading written words and understanding their meaning. When a student reads the word 'apple' and understands it refers to the fruit, they are engaging in a textual verbal relation.

The study highlighted that learning tact verbal relations can differ significantly from learning textual verbal relations. These differences can influence how well a student understands and retains information, particularly when stimuli belong to the same equivalence class.

Tact skills are often more directly linked to sensory experiences.
Textual skills rely on learned associations between written symbols and meanings.
Differences in these skills can impact learning and retention.
Understanding these differences is crucial for optimizing educational strategies.

To investigate the impact of these verbal relations, researchers conducted a study involving college students. The study aimed to explore how the reinforcing function of tact and textual relations influences the emergence of new learning connections. Initially, participants were taught relationships between spoken words and images, and between spoken words and printed words. Following this teaching phase, the researchers tested for equivalence relations and the emergence of tact and textual relations.

Implications for Educators and Learners

Understanding the nuances of tact and textual skills can empower educators to tailor their teaching methods, promoting more effective learning experiences. By recognizing how different students respond to various types of verbal relations, instructors can customize their approaches to better suit individual needs and preferences. Whether it's incorporating more visual aids for tact-oriented learners or emphasizing reading comprehension for those who excel with textual information, the possibilities for personalized education are vast. Ultimately, embracing these insights promises a future where learning is more engaging, accessible, and successful for all.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.1590/1678-7153.201427313, Alternate LINK

Title: O Papel Da Função Reforçadora Das Relações Verbais De Tato E Textual, Em Contexto De Equivalência De Estímulos, Em Universitários

Subject: General Psychology

Journal: Psicologia: Reflexão e Crítica

Publisher: FapUNIFESP (SciELO)

Authors: Luiza De Moura Guimarães, Giovana Escobal, Celso Goyos

Published: 2014-01-01

Everything You Need To Know

What does 'stimulus equivalence' mean in the context of learning, and how does it work?

Stimulus equivalence refers to the phenomenon where, after learning that stimulus A is related to stimulus B and that stimulus A is related to stimulus C, individuals infer that B and C are related to each other, even without direct instruction linking B and C. This highlights the brain's ability to create connections and categorize information, influencing areas like language acquisition and problem-solving. Essentially, it’s about understanding how different stimuli become interchangeable through learned relationships.

What is the difference between 'tact verbal relations' and 'textual verbal relations,' and can you provide examples of each?

Tact verbal relations involve describing or naming objects and events in the environment. For instance, if a student sees a cat and says 'cat,' they are demonstrating a tact verbal relation, a direct, sensory-based response. In contrast, textual verbal relations involve reading written words and understanding their meaning. If the same student reads the word 'cat' and understands that it refers to the animal, they are engaging in a textual verbal relation, which depends on learned associations between written symbols and their meanings.

What did the recent study reveal about how tact and textual relations influence learning, particularly among college students?

The study explored how the reinforcing function of tact and textual relations influences the emergence of new learning connections among college students. Participants were taught relationships between spoken words and images, and between spoken words and printed words. Researchers then tested for equivalence relations and the emergence of tact and textual relations to see how these different types of verbal relations affected learning outcomes. Understanding these nuances of tact and textual skills can empower educators to tailor their teaching methods, promoting more effective learning experiences.

How can educators use the knowledge of tact and textual skills to improve their teaching methods?

Educators can benefit from understanding the differences between tact and textual skills by tailoring their teaching methods to suit individual learning preferences. For tact-oriented learners, incorporating more visual aids or hands-on activities may be beneficial. For those who excel with textual information, emphasizing reading comprehension and written assignments could be more effective. By recognizing how students respond to these verbal relation types, instructors can customize their approaches to create more engaging and successful learning experiences. This could lead to a future where education is more personalized and accessible for all.

Does the understanding of tact, textual skills, and stimulus equivalence have implications for learning or cognitive development beyond the classroom?

Yes, there are potential implications for broader learning and cognitive development. Stimulus equivalence, influenced by tact and textual skills, impacts how individuals form categories and relationships between different concepts. Understanding how these skills affect the formation of equivalence classes can provide insights into cognitive processes beyond academic learning, such as problem-solving, decision-making, and even social cognition, where individuals must infer relationships between different social cues or behaviors. Further research in these areas could reveal even more ways to optimize learning and cognitive performance across various domains.