Beyond generalization:Beyond generalization:

Continuous Continuous repertoiresrepertoires

ABA #317ABA #3175/26/035/26/03

9:00 -10:209:00 -10:20

Teaching aims to establish Teaching aims to establish more than what is directly more than what is directly

taughttaught Making generalization effectiveMaking generalization effective Programming generalizationProgramming generalization

Beyond generalizationBeyond generalization

Misuse of the term Misuse of the term ’generalization’’generalization’

As an explanationAs an explanation As a redundant qualifier As a redundant qualifier

in conjunction with imitation and in conjunction with imitation and identity matching to sampleidentity matching to sample

As a designation of many different As a designation of many different phenomenaphenomena continuous repertoirescontinuous repertoires

Continuous repertoiresContinuous repertoires

Skinner (1953):Skinner (1953):. . . any unit of operant behavior is to a . . . any unit of operant behavior is to a

certain extent artificial. Behavior is certain extent artificial. Behavior is the coherent, continuous activity of the coherent, continuous activity of an integral organism. Although it an integral organism. Although it may be analyzed into parts for may be analyzed into parts for theoretical or practical purposes, we theoretical or practical purposes, we need to recognize its continuous need to recognize its continuous nature in order to solve certain nature in order to solve certain common problems. (p. 116)common problems. (p. 116)

Continuous repertoiresContinuous repertoiresWildeman D. G. & Holland J. G. Wildeman D. G. & Holland J. G.

(1972).(1972).

Control of a continuous response Control of a continuous response dimension by a continuous stimulus dimension by a continuous stimulus dimension. dimension. Journal of the Journal of the Experimental Analysis of BehaviorExperimental Analysis of Behavior, , 1818, 419-434. , 419-434.

ExamplesExamples

ImitationImitation Drawing from copyDrawing from copy Singing on keySinging on key Visual joint attention skills Visual joint attention skills

(gaze following)(gaze following)

Continuous fields Continuous fields Train 1Train 1

Continuous fields Continuous fields Train 2Train 2

Continuous fields Continuous fields Test 1Test 1

Continuous fields Continuous fields Test 2Test 2

The A-B-C of behavior The A-B-C of behavior analysisanalysis

SSDD R R S SRR

Identifying instances of Identifying instances of SSDD andand RR

Skinner (1931): The reflex as a Skinner (1931): The reflex as a relation (S relation (S R) R)

Skinner (1935): Skinner (1935): ClassesClasses of S’s and classes of of S’s and classes of R’sR’s

Catania (1973): Catania (1973): Operant classOperant class -- correlation -- correlation between between descriptive descriptive and and functional classesfunctional classes

Discriminated operant classDiscriminated operant class: Descriptive : Descriptive vs. functional (cf. Wildemann/Holland results)vs. functional (cf. Wildemann/Holland results)

When the basic SWhen the basic SDDR relation R relation breaks downbreaks down

a.a. “S “SDD” ” R time delayR time delay

b.b. “S “SDD” ” R complexityR complexity

Complex phenomenaComplex phenomena

Largely left to cognitive psychology Largely left to cognitive psychology (memory, (memory, problem solving)problem solving)

Squeezed into the model (tacts, rule Squeezed into the model (tacts, rule following)following)

+ given a new name (relational frames)+ given a new name (relational frames)

A third option: Analysis in terms of the A third option: Analysis in terms of the basic formula, filling the gaps by basic formula, filling the gaps by incorporating precurrent behaviorincorporating precurrent behavior

RFT RFT (S. Hayes, et al., 2001)(S. Hayes, et al., 2001)

In contrast [to accounts in terms of naming In contrast [to accounts in terms of naming or joint control], or joint control], RFT can account for RFT can account for derived relations more directlyderived relations more directly. . Naming, joint control, . . . and the likeNaming, joint control, . . . and the like, , can be viewed as aspects of specific kinds can be viewed as aspects of specific kinds of relational responses given specific of relational responses given specific histories, but they histories, but they are not necessary to are not necessary to the relational operant as suchthe relational operant as such..

RFTRFT (S. Hayes, et al., 2001)(S. Hayes, et al., 2001)

Postulating such a [mediating behavioral]Postulating such a [mediating behavioral]

process seems not to be required in order toprocess seems not to be required in order to

mount a behavior analytic research programmount a behavior analytic research program

into derived relational responding. . . . Thereinto derived relational responding. . . . There

is no immediate need to posit any additionalis no immediate need to posit any additional

behavioral processes behind that of a learnedbehavioral processes behind that of a learned

functional response class, based on functional response class, based on multiplemultiple

exemplarsexemplars. .

Behavioral mediationBehavioral mediationStokes & Baer, 2003Stokes & Baer, 2003

Some problem classes require Some problem classes require mediation for generalized mediation for generalized correct solutions (p. 134)correct solutions (p. 134)

Mediating or precurrent Mediating or precurrent responsesresponses

(Palmer, 2002)(Palmer, 2002)

““What is the tenth letter after F?” . . . If What is the tenth letter after F?” . . . If wewe

restrict our consideration to just thoserestrict our consideration to just those

responses that can be observed, the responses that can be observed, the behaviorbehavior

of announcing the answer is puzzling.”of announcing the answer is puzzling.”

““SSDD” ” R distortions R distortions

at the level of our observations, at the level of our observations, behaviorbehavior

does not seem to be related in an does not seem to be related in an orderlyorderly

way to environmental antecedents orway to environmental antecedents or

consequences but seems to emergeconsequences but seems to emerge

from within the individualfrom within the individual

Precurrent behaviorPrecurrent behavior

G

H

(E), F. . .

I J

K L

M N

O

P

““SSDD” ” R complexityR complexity

““SSDD” ” Precurrent Precurrent behaviorbehavior

(e.g., counting)(e.g., counting)

Degrees of “SDegrees of “SDD” ” R complexity R complexity

Same dimensionSame dimension Rotated dimensionRotated dimension Compound dimensional relationsCompound dimensional relations Arbitrarily related dimensionsArbitrarily related dimensions

Same dimensionSame dimension

Rotated dimensionRotated dimension

Compound dimensional Compound dimensional relationsrelations

Arbitrarily related Arbitrarily related dimensionsdimensions

Sound pitchSound pitch

Math problemsMath problems

a.a. 65 x 65 = 65 x 65 =

b.b. 85 x 85 =85 x 85 =

c.c. 35 x 35 =35 x 35 =

d.d. 75 x 55 =75 x 55 =

e.e. 35 x 55 =35 x 55 =

f.f. 65 x 75 =65 x 75 =

g.g. 85 x 45 =85 x 45 =

h.h. 73 x 77 =73 x 77 =

42254225

72257225

12251225

41254125

19251925

48754875

38253825

56215621

Math problems 1Math problems 1

65 x 65 = 65 x 65 =

Math problems 2Math problems 2

85 x 85 = 85 x 85 =

Math problems 3Math problems 3

55 x 55 = 55 x 55 =

Math problems 4Math problems 4

75 x 75 = 75 x 75 =

Mediated generalization appears to Mediated generalization appears to be a promising but as yet be a promising but as yet underdeveloped forefront for underdeveloped forefront for facilitating desired behavior change. facilitating desired behavior change. As such, it represents an ”unfinished As such, it represents an ”unfinished portrait” in the analysis of portrait” in the analysis of generalization strategiesgeneralization strategies

Stokes & Baer (2003):

Continuous repertoiresContinuous repertoires- mosaics of increasing - mosaics of increasing

texturetexture lack of order inevitably arises when there lack of order inevitably arises when there

are gaps in our dataare gaps in our data for “cognitive” behavior such gaps are for “cognitive” behavior such gaps are

commoncommon order is restored to the data by referring order is restored to the data by referring

to plausible unobserved variables that fill to plausible unobserved variables that fill in the gapsin the gaps

continuous repertoires of precurrent continuous repertoires of precurrent behavior should be considered to fill in behavior should be considered to fill in important gaps important gaps