期刊名称：International Journal of Psychology and Psychological Therapy
印刷版ISSN：1577-7057
出版年度：2004
卷号：4
期号：2
页码：263-284
语种：English
出版社：Universidad de Almería
其他摘要：The aim of this article is to provide a functional analytic approach to the experimental analysis of instructional control and to the specifying properties of instructions. The primary theoretical attempts to provide a technical definition of instructions or rules are first outlined, and it is argued that these attempts have not provided clear functional-analytic criteria on which to establish a technical definition of an instruction. The empirical work that has been conducted on instructional control is then considered and the lack of an agreed technical definition of an instruction, and especially the ill-defined nature of the term specify, are considered. Finally, current theoretical and empirical work on Relational Frame Theory is used to construct a technical definition of specify on which to base a functional-analytic approach to instructions and instructional control.
