Development of Communication in Infants: Implications for Stimulus Relations Research
- 159 Downloads
Early forms of stimulus–response relations are learned by infants to communicate with caregivers. The infant communication abilities begin with the learning of eye gazing, joint attention, social referencing, and naming, among others. Learning to engage in these early communication skills facilitates the development of more advanced phenomena seen in equivalence class formations and derived relational responding research. This article discusses evidence of early communication skills that are often required for the emergence of other, more complex forms of stimulus–stimulus relations. We emphasize the importance of establishing these types of operants early in infancy and their implications for developmental research on stimulus relations.
KeywordsInfants Stimulus equivalence Naming Derived relational responding Joint attention Social referencing
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they do not have any conflicts of interest.
- Auguston, K. G., & Dougher, M. J. (1992). Teaching conditional discrimination to young children. Experimental Analysis of Human Behavior Bulletin, 9, 21–24.Google Scholar
- Hayes, S. C., Fox, E., Gifford, E. V., Wilson, K. G., Barnes-Holmes, D., & Healy, O. (2001). Derived relational responding as learned behavior. In S. C. Hayes, D. Barnes-Holmes, & B. Roche (Eds.), Relational frame theory: a post-Skinnerian account of language and cognition (pp. 21–50). New York, NY: Kluwer Academic.Google Scholar
- Horne, P., & Lowe, C. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(185–241), 341–353.Google Scholar
- McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2009). Understanding and training perspective taking as relational responding. In R. A. Rehfeldt & Y. Barnes-Holmes (Eds.), Derived relational responding. Applications for learners with autism and other developmental disabilities: a progressive guide to change (pp. 281–300). New Harbinger: Oakland, CA.Google Scholar
- Novak, G., & Pelaez, M. (2004). Child and adolescent development: a behavioral systems approach. Thousand Oaks, CA: Sage.Google Scholar
- Novak, G., & Pelaez, M. (2011). Autism: a behavioral systems approach. In E. A. Mayville & J. A. Mulick (Eds.), Behavioral foundations of effective autism treatment (pp. 13–33). Cornwall-on-Hudson, NY: Sloan Publishing.Google Scholar
- Pelaez, M. (2009). Joint attention and social referencing in infancy as precursors of derived relational responding. In R. A. Rehfeldt & Y. Barnes-Holmes (Eds.), Derived relational responding: applications for learners with autism and other developmental disabilities (pp. 63–78). Oakland, CA: New Harbinger.Google Scholar
- Pelaez-Nogueras, M., & Gewirtz, J. (1997). The context of stimulus control in behavior analysis. In D. M. Baer & E. M. Pinkston (Eds.), Environment and behavior (pp. 30–42). Boulder, CO: Westview Press.Google Scholar
- Sidman, M. (1994). Equivalence relations and behavior: a research story. Boston, MA: Authors Cooperative.Google Scholar