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Efficiency Is Everything: Promoting Efficient Practice by Harnessing Derived Stimulus Relations

  • Special Section: Education of Behavior Analysts
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Abstract

A pivotal skill of practice involves engineering emergent learning. Toward this end, graduate training in applied behavior analysis must emphasize concepts of and research on stimulus relations in order for practitioners to develop these skills.

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Notes

  1. The assumption that learning can extend beyond what direct experience teaches is not unique to behavior analysts. Educator John Dewey (e.g., 1933), the Gestalt psychologists (e.g., Kohler, 1927), cognitive psychologists (e.g., Bruner, 1973), and even Aristotle all have commented on the capacity for emergence.

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Authors and Affiliations

  1. Department of Psychology, Illinois State University, ISU Campus Box 4620, Normal, IL, 61790, USA

    Thomas S. Critchfield

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  1. Thomas S. Critchfield
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Correspondence to Thomas S. Critchfield.

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This article does not contain studies conducted with any member of Animalia, Plantae, Fungi, Protista, Bacteria, or Archaea, so oversight by an institutional research ethics committee is not applicable.

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Because no primary empirical data were collected from human participants, informed consent is not applicable.

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The author declares no conflicts of interest with respect to this article.

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Critchfield, T.S. Efficiency Is Everything: Promoting Efficient Practice by Harnessing Derived Stimulus Relations. Behav Analysis Practice 11, 206–210 (2018). https://doi.org/10.1007/s40617-018-0262-8

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  • DOI: https://doi.org/10.1007/s40617-018-0262-8

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