In summary, this paper has been concerned with the implications of stimulus-response psychology for audiovisual education. Initially, it was pointed out that stimulus-response psychology consists of three separate components: a language system, a methodological orientation, and a group of theories. The language is useful in reducing the complexity of behavior to a set of manageable variables. By representing behavior in an S-R manner, it is possible to cope experimentally with, and ultimately to control it. The problem for the audiovisual educator becomes one of arranging the optimum conditions for the formation of associations between stimuli and responses. Some problems associated with this task were discussed. Particular emphasis was placed upon the strategy of devising fruitful experimental techniques and arranging for the evocation of the appropriate response. It was concluded that audiovisual educational techniques may achieve their greatest productivity when combined with the techniques of teaching machines