Stokes, Osnes, and Guevremont's (1987) implicit definition of correspondence classes is fundamentally procedural. A contingency-space analysis, on the other hand, is independent of specific procedures and focuses attention on problems inherent in some procedural definitions. It addresses the issue of distinguishing specific instances from classes.…

There is no a priori basis for assuming that theories of social psychology are universal. For theories to be universal, the meaning of the stimulus would have to be consistent across cultures, but this cannot be taken for granted. Cross-cultural variations in social behavior may be "surface" expressions of deep structure norms that are universal.…

This review of research discusses how children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A proposed methodology for researching referent naming and class formation, analysis of stimulus classes, and generalization is offered. (CR)