A Functional Contextual Account of Background Knowledge in Categorization: Implications for Artificial General Intelligence and Cognitive Accounts of General Knowledge

Psychology has benefited from an enormous wealth of knowledge about processes of cognition in relation to how the brain organizes information. Within the categorization literature, this behavior is often explained through theories of memory construction called exemplar theory and prototype theory which are typically based on similarity or rule functions as explanations of how categories emerge. Although these theories work well at modeling highly controlled stimuli in laboratory settings, they often perform less well outside of these settings, such as explaining the emergence of background knowledge processes. In order to explain background knowledge, we present a non-similarity-based post-Skinnerian theory of human language called Relational Frame Theory (RFT) which is rooted in a philosophical world view called functional contextualism (FC). This theory offers a very different interpretation of how categories emerge through the functions of behavior and through contextual cues, which may be of some benefit to existing categorization theories. Specifically, RFT may be able to offer a novel explanation of how background knowledge arises, and we provide some mathematical considerations in order to identify a formal model. Finally, we discuss much of this work within the broader context of general semantic knowledge and artificial intelligence research.

The Study of Rule-Governed Behavior and Derived Stimulus Relations: Bridging the Gap

The concept of rule-governed behavior or instructional control has been widely recognized for many decades within the behavior-analytic literature. It has also been argued that the human capacity to formulate and follow increasingly complex rules may undermine sensitivity to direct contingencies of reinforcement, and that excessive reliance upon rules may be an important variable in human psychological suffering. Although the concept of rules would appear to have been relatively useful within behavior analysis, it seems wise from time to time to reflect upon the utility of even well-established concepts within a scientific discipline. Doing so may be particularly important if it begins to emerge that the existing concept does not readily orient researchers toward potentially important variables associated with that very concept. The primary purpose of this article is to engage in this reflection. In particular, we will focus on the link that has been made between rule-governed behavior and derived relational responding, and consider the extent to which it might be useful to supplement talk of rules or instructions with terms that refer to the dynamics of derived relational responding.

Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder

The research used an alternating-treatments design to compare relational responding for five children with diagnosed autism spectrum disorder (ASD) in two teaching conditions. Both conditions used applied behavior analysis; one was usual tabletop teaching (TT), and one was an interactive computerized teaching program, the Teacher-Implicit Relational Assessment Programme (T-IRAP; Kilroe, Murphy, Barnes-Holmes, & Barnes-Holmes, Behavioral Development Bulletin, 19(2), 60-80, 2014). Relational skills targeted were coordination (same/different), with nonarbitrary and arbitrary stimuli. Participants' relational learning outcomes were compared in terms of speed of responding and accuracy (percentage correct) in T-IRAP and TT conditions. Results showed significantly increased speed for all five participants during T-IRAP teaching across all procedures; however, accuracy was only marginally increased during T-IRAP. Pre- and posttraining comparison of participant scores on the Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, 2007), and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 1990) was conducted. An improvement in raw scores on both measures was evident for one participant who learned complex arbitrary relations; no changes were shown for participants who learned only basic nonarbitrary relations.

Narrative: Its Importance in Modern Behavior Analysis and Therapy

The current article considers how the analysis of language and cognition in RFT may be conceptualized as a multi-dimensional multi-level framework (MDML) for understanding how simple units of analysis specified in RFT connect to more complex units, such as the relating of relational networks, which is seen as critical to narrative and story-telling. A brief outline of the framework is used to illustrate the importance of narrative in the treatment of human psychological suffering. In addition, the development of the concepts of verbal functional analysis and the drill-down are presented as examples of how the therapeutic relationship itself can be understood through the lens of the MDML and RFT more generally.

Derived Stimulus Relations and Their Role in a Behavior-Analytic Account of Human Language and Cognition

This article describes how the study of derived stimulus relations has provided the basis for a behavior-analytic approach to the study of human language and cognition in purely functional-analytic terms, with a focus on basic rather than applied research. The article begins with a brief history of the early behavior-analytic approach to human language and cognition, focusing on Skinner's (1957) text Verbal Behavior, his subsequent introduction of the concept of instructional control (Skinner, 1966), and Sidman's (1994) seminal research on stimulus equivalence relations. The article then considers how the concept of derived stimulus relations, as conceptualized within relational frame theory (Hayes et al., 2001), allowed researchers to refine and extend the functional approach to language and cognition in multiple ways. Finally, the article considers some recent conceptual and empirical developments that highlight how the concept of derived stimulus relations continues to play a key role in the behavior-analytic study of human language and cognition, particularly implicit cognition. In general, the article aims to provide a particular perspective on how the study of derived stimulus relations has facilitated and enhanced the behavior analysis of human language and cognition, particularly over the past 25-30 years.

The Impact of Mindfulness and Perspective-Taking on Implicit Associations Toward the Elderly: a Relational Frame Theory Account

Perspective-taking interventions have been shown to improve attitudes toward social outgroups. In contrast, similar interventions have produced opposite effects (i.e., enhanced negativity) in the context of attitudes toward elderly groups. The current study investigated whether a brief perspective-taking intervention enhanced with mindfulness would be associated with less negativity than perspective-taking alone. One hundred five participants were randomly assigned to 1 of 4 conditions which comprised of an active or control perspective-taking component and an active or control mindfulness component. Participants were then administered an Implicit Associated Test to assess implicit biases toward the elderly. Results supported previous findings in that the condition in which perspective-taking was active but mindfulness was inactive was associated with greater negative implicit bias toward the elderly; however, some of this negativity decreased in the active perspective-taking and active mindfulness condition. The current findings and other mixed effects that have emerged from perspective-taking interventions are discussed from a Relational Frame Theory perspective.

Hearing voices, dissociation, and the self: A functional-analytic perspective

In the current article, we review existing models of the etiology of voice hearing. We summarize the argument and evidence that voice hearing is primarily a dissociative process involving critical aspects of self. We propose a complementary perspective on these phenomena that is based on a modern behavioral account of complex behavior known as relational frame theory. This type of approach to voice hearing concerns itself with the functions served for the individual by this voice hearing; the necessary history, such as trauma, that establishes these functions; and the relevant dissociative processes involving self and others. In short, we propose a trauma-dissociation developmental trajectory in which trauma impacts negatively on the development of self through the process of dissociation. Using the relational frame theory concept of relations of perspective taking, our dissociation model purports that trauma gives rise to more coordination than distinction relations between self and others, thus weakening an individual's sense of a distinct self. Voice hearing experiences, therefore, reflect an individual's perceptions of self and others and may indicate impairments in the natural psychological boundaries between these critical related concepts. One clinical implication suggested by this model is that therapeutic intervention should understand the behaviors associated with a sense of self that is fragile and threatened by others. Relations with self and others should be a key focus of therapy as well as interventions designed to enhance a coherent distinct sense of self.

Persistent Rule-Following in the Face of Reversed Reinforcement Contingencies: The Differential Impact of Direct Versus Derived Rules

Rule-governed behavior and its role in generating insensitivity to direct contingencies of reinforcement have been implicated in human psychological suffering. In addition, the human capacity to engage in derived relational responding has also been used to explain specific human maladaptive behaviors, such as irrational fears. To date, however, very little research has attempted to integrate research on contingency insensitivity and derived relations. The current work sought to fill this gap. Across two experiments, participants received either a direct rule (Direct Rule Condition) or a rule that involved a novel derived relational response (Derived Rule Condition). Provision of a direct rule resulted in more persistent rule-following in the face of competing contingencies, but only when the opportunity to follow the reinforced rule beforehand was relatively protracted. Furthermore, only in the Direct Rule Condition were there significant correlations between rule-compliance and stress. A post hoc interpretation of the findings is provided.

Mistreatment of Older Women in Three European Countries

Evidence concerning the incidence and nature of abuse of the elderly comes mainly from North America. We explored the experiences of abuse of older women and caretakers in three European countries and investigated services available to abused older women. Just less than 20% of our sample of women older than the age of 59 had experienced some form of financial, psychological, or physical abuse. Of those mistreated, 24% reported abuse ongoing over years, and 39% reported distressing effects persisting for years. European support services are only beginning to focus on this problem, and further research is needed to define the best practices.

Understanding and Remediating Social-Cognitive Dysfunctions in Patients with Serious Mental Illness Using Relational Frame Theory

Impairments in social cognition and perspective-taking play an important role in the psychopathology and social functioning of individuals with social anxiety, autism, or schizophrenia-spectrum disorders, among other clinical presentations. Perspective-taking has mostly been studied using the concept of Theory of Mind (ToM), which describes the sequential development of these skills in young children, as well as clinical populations experiencing perspective-taking difficulties. Several studies mention positive results of ToM based training programs; however, the precise processes involved in the achievement of these improvements are difficult to determine. Relational Frame Theory (RFT) is a modern behavioral account of complex cognitive functions, and is argued to provide a more precise approach to the assessment and training of perspective-taking, among other relational skills. Results of RFT-based studies of perspective-taking in developmental and clinical settings are discussed. The development of training methods targeting perspective-taking deficits from an RFT point of view appears to provide promising applications for the enhancement of current treatments of people with social-cognitive dysfunctions.

Acting in Light of the Future: How Do Future-Oriented Cultural Practices Evolve and How Can We Accelerate Their Evolution?

Despite extensive knowledge of how to prevent or ameliorate serious diseases, natural disasters, environmental degradation, and a wide range of other problems, we often fail to take action that that would prevent or mitigate these problematic outcomes. In short, although we may have sound scientific knowledge about threats to future wellbeing, we appear to have limited insight into how to benefit from this knowledge. With this paper, we argue that our current scientific understanding of how to act in light of the future is limited, but we offer a theoretical analysis of future-oriented behavior at both individual and organizational levels. Specifically, the paper draws on a functional contextualist account of human language and cognition, Relational Frame Theory (RFT), and its integrated therapeutic approach, Acceptance and Commitment Therapy (ACT), and extends this framework to analyzing the evolution of the practices of groups and organizations. This framework can provide an understanding of how human behavior may be modified in the present to serve improving human wellbeing in the future at individual, organizational, and even national levels.

Comparison of acceptance and distraction strategies in coping with experimentally induced pain

BACKGROUND

This study compared an acceptance-based strategy with a control-based strategy (distraction) in terms of the ability of participants to tolerate a painful stimulus, across two experiments. In addition, participants were either actively encouraged, or not, to link pain tolerance with pursuit of valued goals to examine the impact of pursuing a personally meaningful goal or value on the extent to which pain will be tolerated.

METHODS

Participants in experiment 1 (n=41) and experiment 2 (n=52) were equally assigned to acceptance or distraction protocols. Further, half the participants in each group generated examples from their own lives in which they had pursued a valued objective, while the other half did not. In experiment 2, the values focus was enhanced to examine the impact on pain tolerance.

RESULTS

There were no significant differences overall between the acceptance and distraction groups on pain tolerance in either experiment. However, in experiment 2, individuals classified as accepting in terms of general coping style and who were assigned to the acceptance strategy showed significantly better pain tolerance than accepting individuals who were in the distraction condition. Across both experiments, those with strong goal-driven values in both protocols were more tolerant of pain. Participants appeared to have more difficulty adhering to acceptance than to distraction as a strategy.

CONCLUSION

Acceptance may be associated with better tolerance of pain, but may also be more difficult to operationalize than distraction in experimental studies. Matching coping style and coping strategy may be most effective, and enhancement of goal-driven values may assist in pain coping.

Effects of an acceptance/defusion intervention on experimentally induced generalized avoidance: a laboratory demonstration

This study tests the effectiveness of an acceptance/defusion intervention in reducing experimentally induced generalized avoidance. After the formation of two 6-member equivalence classes, 23 participants underwent differential conditioning with two elements from each class: A1 and B1 were paired with mild electric shock, whereas A2 and B2 were paired with earning points. Participants learned to produce avoidance and approach responses to these respective stimuli and subsequently showed transfer of functions to non-directly conditioned equivalent stimuli from Class 1 (i.e., D1 and F1 evoked avoidance responses) and Class 2 (i.e., D2 and F2 evoked approach responses). Participants were then randomly assigned to either a motivational protocol (MOT) in which approaching previously avoided stimuli was given a general value, or to a defusion protocol (DEF) in which defusion (a component of Acceptance and Commitment Therapy) was trained while approaching previously avoided stimuli was connected to personally meaningful examples. A post-hoc control group (CMOT) was conducted with 16 participants to control for differences in protocol length between the former two groups. All participants in the DEF group showed a complete suppression of avoidance responding in the presence of Class 1 stimuli (A1-F1 and additional novel stimuli in relation to them), as compared to 40% of participants in the MOT condition and 20% in the CMOT condition. The acceptance/defusion protocol eliminated experimentally induced avoidance responding even for stimuli that elicited autonomic fear responses.