Special Issue on Conceptual Developments in Relational Frame Theory: Research and Practice
Authors:
Jan De Houwer & Sean Hughes
Abstract:
Learning can be defined functionally as the impact of regularities in the environment on behavior. The concept of environmental regularities is a crucial part of this definition because it (a) improves the scope and depth of the definition and (b) provides ways to differentiate between different types of learning. We argue that this concept is useful also for conceptualizing learning from the perspective of Relational Frame Theory. More specifically, even if all instances of learning qualify as instances of arbitrarily applicable relational responding, different types of learning could still be functionally different because they involve different types of proximal regularities.