Perspectives on Behavior Science

, Volume 41, Issue 1, pp 175–188 | Cite as

Development of Communication in Infants: Implications for Stimulus Relations Research

  • Martha PelaezEmail author
  • Katerina Monlux


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.


Infants 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.


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Copyright information

© Association for Behavior Analysis International 2018

Authors and Affiliations

  1. 1.Department of Leadership & Professional Studies, College of Arts, Sciences & EducationFlorida International UniversityMiamiUSA
  2. 2.Department of Psychiatry and Behavioral SciencesStanford UniversityPalo AltoUSA

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