Ch 20 Engineering Emergent Learning with Nonequivalence Relations Flashcards
evidence based behavior therapy focusing on general well-being and helps people better contact their reinforcers; influenced by RFT
key features
-accepting thoughts and emotions
-defuse from unhelpful thoughts
-focus on present moment
-clarify personal values & commit to values
e.g. breathing exercises when overstimulated, teaching client to tolerate transitions
acceptance and commitment therapy (ACT)
arbitrary relational responding aka pattern of relations based on learned relationships rather than direct experience or physical properties
-derived and bidirectional
-arbitrarily applicable; learned, not based on physical similarity
e.g. “dog” = “gau”. you understand both refer to the same animal.
“hot” is opposite of “cold”
breakfast comes before lunch
poodle=dog. A dog is an animal
relational frame
theory of derived stimulus relations that stimulus relations are verbal/based on language, and that accumulated experience with relational exemplars creates generalized repertoires of relating.
key ideas
-language is based on relating stimuli rather than just direct reinforcement
-relational responding becomes generalized, allowing new concepts to form without direct teaching.
-explains complex behavior (problem solving, perspective taking, rule following)
relational frame theory
signals type of relational responding that will be reinforced. aka a stimulus that affects a person’s response.
e.g. teacher says “clean up toys” in a classroom -> child cleans up. The same teacher says “clean up toys” in client’s home-> child ignores since this rule isn’t enforced the same way at home
contextual stimulus
an insensitivity to external stimuli occurring when private events interfere with well-being behaviors on which high-priority positive reinforcers are contingent
e.g. throwing a tantrum after terminating a reinforcement activity despite knowing it’s available to work for.
fixating on one topic
perseverating on asking the same question
routine dependence- must always take the same route or eat the same breakfast
behavioral inflexibility
responding as if from the vantage point of another person, place, or time than the personal here and now
perspective shifting
in RFT, refers to the ability to relate two or more stimuli based on their differences; foundation for concept formation and category learning
e.g. car is a vehicle (coordination)
apple is not a banana (distinction)
lion is bigger than cat (comparison)
night is opposite of day (opposition)
distinction relations
if-then relationship (if A then B, if B then C) that are a central feature of understanding and doing science. Can define the structure of a stimulus class or define the behavior function through which stimuli in a class are transferred.
-not bidirectional
-not based on equivalence/sameness
-cause and effect
e.g. A causes B, B causes C. So, A causes C.
rain->wet floor->slippery sidewalks.
rain-> slippery sidewalks
causal relations
type of relational frame where stimuli are related based on their position in time (e.g. before, after, same time)
e.g. sequencing pictures, visual schedules (“first, then” boards)
temporal relations
type of relational frame theory where stimuli are related based on their position/physical location relative to one another (e.g. above, below, next to, inside, outside)
e.g. the cup is next to the plate
spatial relations
derived stimulus relations in which stimuli are related on some basis other than sameness/equivalence. can involve comparisons, hierarchies, causality, perspective taking
nonequivalence relations
learned relationships between stimuli that are formed without direct teaching or reinforcement; a person can infer new relations based on previously learned ones. core of human language and cognition.
types:
-mutual entailment
-combinatorial entailment
-transformation of function
derived relations/emergent stimulus relations
type of relational frame in which stimuli are related by class membership or inclusion aka one stimulus is part of a larger category or group.
e.g. red and blue are colors
a dog is a kind of animal
fruits and vegetables are types of food
hierarchical relations
a relation in RFT between the self, as one stimulus, and other stimuli from the external world; specifies a relation in terms of the speaker’s perspective
3 types
-I/you= understanding “I” refers to speaker and “you” refers to listener
-here/there= “here” is speaker’s location and “there” is somewhere else
-now/then= “now” is speaker’s present time and “then” is a different time
deictic relations
learned relationships between stimuli that are not based on physical properties but rather socially or verbally established rules
key features
-learned through language, culture, and experience
-socially assigned
-allows for symbolic thought
e.g. $20 bill is arbitrarily related to value
red traffic light=stop
might relate “nurse” to “female”
arbitrary relations
key concept in RFT; relating stimuli/forming new stimulus classes based on learned rules rather than reinforcement history or direct physical properties
e.g. you know “dog” = “perro”, so you infer “perro” = “dog”.
A>B and B>C, so A>C
red card=bad -> red cards might have you feel negativelly about it
arbitrarily applicable relational responding (AARR)
process in RFT where stimulus acquires a new function without direct learning or conditioning. (the new function can make the stimulus become reinforcing or aversive)
e.g. child learns “spiders are dangerous” and later sees a new spider and feels fear. (the function of fear moved to the spider through the verbal relation “spiders=danger”)
child is told A=excellent work and B is less than A. B becomes less reinforcing.
transformation of function
bidirectional stimulus relation in which one direction is directly learned and the other is derived. aka when you learn one relation between two stimuli, you automatically derive the reverse relation.
e.g. if A, then B -> if B, then A
mutual entailment
relation involving two stimuli that both participate in mutual entailment with some common third stimulus
e.g. if learn that A>B and B>C, they derive that A>C
if “dog”=”perro” and “perro”= picture of dog, then “dog”=picture of dog
if A is a type of B , and B is a type of C, then A is a type of C. (golden retriever -> dog -> animal)
combinatorial entailment
instruction that provides practice with various stimulus conditions, response variations, and response topographies to promote setting/situation generalization and response generalization
multiple-exemplar training
behavior controlled by a verbal/written rule rather than direct contact with a reinforcer
rule-goverened behavior
