期刊名称：Experimental Analysis of Human Behavior Bulletin (EAHB Bulletin)
电子版ISSN：1938-7237
出版年度：2009
卷号：27
出版社：Experimental Analysis of Human Behavior Special Interest Group
摘要：Ever since a seminal report by Sidman and Cresson (1971), principles of stimulus equivalence have been used to establish skills of practical benefit. As in that seminal report, most applications have focused on the needs of individuals with disabilities (e.g., Stromer, Mackay, & Stoddard, 1992). The present report describes the first steps in an attempt to employ principles of stimulus equivalence to academic instruction in higher education. We will describe how the intervention contributes to instructional efficiency by harnessing the capacity of stimulus equivalence to generate emergent (untaught) abilities, and, in keeping with the notion that translation informs both basic and applied science (Mace, 1994), also derive some useful thoughts about a conceptual issue concerning contextual control (e.g., Bush, Sidman, & de Rose, 1989) over equivalence class membership.
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