Relational frame theory

Last updated

Relational frame theory (RFT) is a psychological theory of human language, cognition, and behaviour. It was developed originally by Steven C. Hayes of University of Nevada, Reno [1] and has been extended in research, notably by Dermot Barnes-Holmes and colleagues of Ghent University. [2]

Contents

Relational frame theory argues that the building block of human language and higher cognition is relating, i.e. the human ability to create bidirectional links between things. It can be contrasted with associative learning, which discusses how animals form links between stimuli in the form of the strength of associations in memory. However, relational frame theory argues that natural human language typically specifies not just the strength of a link between stimuli but also the type of relation as well as the dimension along which they are to be related. For example, a tennis ball could be associated with an orange, by virtue of having the same shape, but it is different because it is not edible, and is perhaps a different color. In the preceding sentence, 'same', 'different' and 'not' are cues in the environment that specify the type of relation between the stimuli, and 'shape', 'colour' and 'edible' specify the dimension along which each relation is to be made. Relational frame theory argues that while there is an arbitrary number of types of relations and number of dimensions along which stimuli can be related, the core unit of relating is an essential building block for much of what is commonly referred to as human language or higher cognition.

Several hundred studies have explored many testable aspects and implications of the theory [3] such as the emergence of specific frames in childhood, [4] how individual frames can be combined to create verbally complex phenomena such as metaphors and analogies, [5] and how the rigidity or automaticity of relating within certain domains is related to psychopathology. [6] In attempting to describe a fundamental building block of human language and higher cognition, RFT explicitly states that its goal is to provide a general theory of psychology that can provide a bedrock for multiple domains and levels of analysis.

Relational frame theory focuses on how humans learn language (i.e., communication) through interactions with the environment and is based on a philosophical approach referred to as functional contextualism. [7]

Overview

Introduction

Relational frame theory (RFT) is a behavioral theory of human language. It is rooted in functional contextualism and focused on predicting and influencing verbal behavior with precision, scope and depth. [8]

Relational framing is relational responding based on arbitrarily applicable relations and arbitrary stimulus functions. The relational responding is subject to mutual entailment, combinatorial mutual entailment and transformation of stimulus functions. The relations and stimulus functions are controlled by contextual cues. [9]

Contextual cues and stimulus functions

In human language a word, sentence or a symbol (e.g. stimulus) can have a different meaning (e.g. functions), depending on context.

In terms of RFT, it is said that in human language a stimulus can have different stimulus functions depending on contextual cues. [9]

Take these two sentences for example:

  1. This task is a piece of cake.
  2. Yes, I would like a piece of that delicious cake you've made.

In the sentences above the stimulus "cake" has two different functions. The stimulus "cake" has a figurative function in the presence of the contextual cues "this task; is; piece of". Whereas in the presence of the contextual cues "I; would like; delicious; you've made" the stimulus "cake" has a more literal function. The functions of stimuli are called stimulus functions, Cfunc for short. [9]

When stimulus function refer to physical properties of the stimulus, such as quantity, colour, shape, etc., they are called nonarbitrary stimulus functions. [9] When a stimulus function refers to non-physical properties of the stimulus, such as value, they are called arbitrary stimulus functions. [9] For example, a one dollar bill. The value of the one dollar bill is an arbitrary stimulus function, but the colour green is a nonarbitrary stimulus function of the one dollar bill.

Arbitrarily applicable relational responding

Arbitrarily applicable relational responding is a form of relational responding. [10]

Relational responding

Relational responding is a response to one stimulus in relation to other available stimuli. [11] [12] For example, a lion who picks the largest piece of meat. The deer who picks the strongest male of the pack. In contrast if an animal would always pick the same drinking spot, it is not relational responding (it is not related to other stimuli in the sense of best/worst/larger/smaller, etc.). These examples of relational responding are based on the physical properties of the stimuli. When relational responding is based on the physical properties of the stimuli, such as shape, size, quantity, etc., it is called nonarbitrarily relational responding (NARR). [13]

Arbitrarily applicable relational responding

Arbitrarily applicable relational responding refers to responding based on relations that are arbitrarily applied between the stimuli. That is to say the relations applied between the stimuli are not supported by the physical properties of said stimuli, but for example based on social convention or social whim. [13] For example, the sound "cow" refers to the animal in the English language. But in another language the same animal is referred by a totally different sound. For example, in Dutch is called "koe" (pronounced as coo). The word "cow" or "koe" has nothing to do with the physical properties of the animal itself. It is by social convention that the animal is named this way. In terms of RFT it is said that the relation between the word cow and the actual animal is arbitrarily applied. We can even change these arbitrarily applied relations: Just look at the history of any language, where meanings of words, symbols and complete sentence can change over time and place.

Arbitrarily applicable relational responding is responding based on arbitrarily applied relations. [13]

Mutual entailment

Mutual entailment refers to deriving a relation between two stimuli based on a given relation between those same two stimuli: Given the relation A to B, the relation B to A can be derived. [10]

For example, Joyce is standing in front of Peter. The relation trained is stimulus A in front of stimulus B. One can derive that Peter is behind Joyce. The derived relation is stimulus B is behind stimulus A.

Another example: Jared is older than Jacob. One could derive that Jacob is younger than Jared. Relation trained: stimulus A is older than stimulus B. Relation derived: stimulus B is younger than stimulus A.

Combinatorial mutual entailment

Combinatorial mutual entailment refers to deriving relations between two stimuli, given the relations of those two stimuli with a third stimulus: Given the relation, A to B and B to C, the relations A to C and C to A can be derived. [10]

To go on with the examples above:

Joyce is standing in front of Peter and Peter is standing in front of Lucy. The relations trained in this example are: stimulus A in front of B and stimulus B in front of C. With this it can be derived that Joyce is standing in front of Lucy and Lucy is standing behind Joyce. The derived relations are A is in front of C and C is behind A.

John is older than Jared and Jared is older than Jacob. Stimulus A is older than stimulus B and stimulus B is older than stimulus C. It can be derived that Jacob is younger than Jared and Jared is younger than John. The derived relation becomes stimulus A is older than stimulus C and stimulus C is younger than stimulus A.

Notice that the relations between A and C were never given. They can be derived from the other relations.

Transfer and transformation of stimulus function

A stimulus can have different functions depending on contextual cues. However a stimulus function can change based on the arbitrary relations with that stimulus. [14]

For example, this relational frame: A is more than B and B is more than C.

For now the stimulus functions of these letters are rather neutral. But as soon as C would be labeled 'as very valuable' and 'nice to have', then A would become more attractive than C, based on the relations. Before there was stated anything about C being valuable, A had a rather neutral stimulus function. After giving C an attractive stimulus function, A has become attractive. The attractive stimulus function has been transferred from C to A through the relations between A, B and C. And A has had a transformation of stimulus function from neutral to attractive.

The same can be done with aversive stimulus function as danger instead of valuable, in saying that C is dangerous, A becomes more dangerous than C based on the relations.

Development

RFT is a behavioral account of language and higher cognition. [15] In his 1957 book Verbal Behavior , B.F. Skinner presented an interpretation of language. However, this account was intended to be an interpretation as opposed to an experimental research program, and researchers commonly acknowledge that the research products are somewhat limited in scope. For example, Skinner's behavioral interpretation of language has been useful in some aspects of language training in developmentally disabled children, but it has not led to a robust research program in the range of areas relevant to language and cognition, such as problem-solving, reasoning, metaphor, logic, and so on. RFT advocates are fairly bold in stating that their goal is an experimental behavioral research program in all such areas, and RFT research has indeed emerged in a large number of these areas, including grammar. [16]

In a review of Skinner's book, linguist Noam Chomsky argued that the generativity of language shows that it cannot simply be learned, that there must be some innate "language acquisition device". Many have seen this review as a turning point, when cognitivism took the place of behaviorism as the mainstream in psychology. Behavior analysts generally viewed the criticism as somewhat off point, [17] but it is undeniable that psychology turned its attention elsewhere and the review was very influential in helping to produce the rise of cognitive psychology.

Despite the lack of attention from the mainstream, behavior analysis is alive and growing. Its application has been extended to areas such as language and cognitive training. [18] Behavior analysis has long been extended as well to animal training, business and school settings, as well as hospitals and areas of research.

RFT distinguishes itself from Skinner's work by identifying and defining a particular type of operant conditioning known as arbitrarily applicable derived relational responding (AADRR). In essence, the theory argues that language is not associative but is learned and relational. For example, young children learn relations of coordination between names and objects; followed by relations of difference, opposition, before and after, and so on. These are "frames" in the sense that once relating of that kind is learned, any event can be related in that way mutually and in combination with other relations, given a cue to do so. This is a learning process that to date appears to occur only in humans possessing a capacity for language: to date relational framing has not yet been shown unambiguously in non-human animals despite many attempts to do so. AADRR is theorized to be a pervasive influence on almost all aspects of human behavior. The theory represents an attempt to provide a more empirically progressive account of complex human behavior while preserving the naturalistic approach of behavior analysis. [18]

Evidence

Approximately 300 studies have tested RFT ideas. [3] Supportive data exists in the areas needed to show that an action is "operant" such as the importance of multiple examples in training derived relational responding, the role of context, and the importance of consequences. Derived relational responding has also been shown to alter other behavioral processes such as classical conditioning, an empirical result that RFT theorists point to in explaining why relational operants modify existing behavioristic interpretations of complex human behavior. Empirical advances have also been made by RFT researchers in the analysis and understanding of such topics as metaphor, perspective taking, and reasoning. [19]

Proponents of RFT often indicate the failure to establish a vigorous experimental program in language and cognition as the key reason why behavior analysis fell out of the mainstream of psychology despite its many contributions, and argue that RFT might provide a way forward. The theory is still somewhat controversial within behavioral psychology, however. At the current time the controversy is not primarily empirical since RFT studies [20] publish regularly in mainstream behavioral journals and few empirical studies have yet claimed to contradict RFT findings. Rather the controversy seems to revolve around whether RFT is a positive step forward, especially given that its implications seem to go beyond many existing interpretations and extensions from within this intellectual tradition. [21]

Applications

Acceptance and commitment therapy

RFT has been argued to be central to the development of the psychotherapeutic tradition known as acceptance and commitment therapy and clinical behavior analysis more generally. [22] Indeed, the psychologist Steven C Hayes was involved with the creation of both acceptance and commitment therapy and RFT, and has credited them as inspirations for one another. [23] However, the extent and exact nature of the interaction between RFT as basic behavioral science and applications such as ACT has been an ongoing point of discussion within the field. [24] [25]

Gender constructs

Queer theorist and ACT therapist Alex Stitt observed how relational frames within a person's language development inform their cognitive associations pertaining to gender identity, gender role, and gender expression. [26] How rigid or flexible a person is with their relational frames, Stitt proposed, will determine how adaptable their concept of gender is within themselves, and how open they are to gender diversity. Children, for example, may adhere to the rigid hierarchical frame "males are boys, and boys have short hair" leading to the false inference that anyone who has short hair is male. Likewise, children may adhere to oppositional frames, leading to false notions like the opposite of a lemon is a lime, the opposite of a cat is a dog, or the opposite of a man is a woman. Stitt observes that adults struggling with gender related issues within themselves, often hyperfocus on causal frames in an attempt to explain gender variance, or frames of comparison and distinction, potentially resulting in feelings of isolation and alienation. [26]

Autism spectrum disorder

RFT provides conceptual and procedural guidance for enhancing the cognitive and language development capability (through its detailed treatment and analysis of derived relational responding and the transformation of function) of early intensive behavior intervention (EIBI) programs for young children with autism and related disorders. [19] The Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System is heavily influenced by RFT. [27]

Evolution science

More recently, RFT has also been proposed as a way to guide discussion of language processes within evolution science, whether within evolutionary biology or evolutionary psychology, toward a more informed understanding of the role of language in shaping human social behavior. The effort at integrating RFT into evolution science has been led by, among others, Steven C. Hayes, a co-developer of RFT, and David Sloan Wilson, an evolutionary biologist at Binghamton University. For example, in 2011, Hayes presented at a seminar at Binghamton, on the topic of "Symbolic Behavior, Behavioral Psychology, and the Clinical Importance of Evolution Science", [28] while Wilson likewise presented at a symposium at the annual conference in Parma, Italy, of the Association for Contextual Behavioral Science, the parent organization sponsoring RFT research, on the topic of "Evolution for Everyone, Including Contextual Psychology". [29] Hayes, Wilson, and colleagues have recently linked RFT to the concept of a symbotype [30] and an evolutionarily sensible way that relational framing could have developed has been described. [31]

See also

Related Research Articles

The stimulus–response model is a conceptual framework in psychology that describes how individuals respond to external stimuli. According to this model, an external stimulus triggers a reaction in an organism, often without the need for conscious thought. This model emphasizes the mechanistic aspects of behavior, suggesting that behavior can often be predicted and controlled by understanding and manipulating the stimuli that trigger responses.

<span class="mw-page-title-main">Cognition</span> Act or process of knowing

Cognition is the "mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". It encompasses all aspects of intellectual functions and processes such as: perception, attention, thought, imagination, intelligence, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and computation, problem-solving and decision-making, comprehension and production of language. Cognitive processes use existing knowledge to discover new knowledge.

The experimental analysis of behavior is a science that studies the behavior of individuals across a variety of species. A key early scientist was B. F. Skinner who discovered operant behavior, reinforcers, secondary reinforcers, contingencies of reinforcement, stimulus control, shaping, intermittent schedules, discrimination, and generalization. A central method was the examination of functional relations between environment and behavior, as opposed to hypothetico-deductive learning theory that had grown up in the comparative psychology of the 1920–1950 period. Skinner's approach was characterized by observation of measurable behavior which could be predicted and controlled. It owed its early success to the effectiveness of Skinner's procedures of operant conditioning, both in the laboratory and in behavior therapy.

Social cognition is a topic within psychology that focuses on how people process, store, and apply information about other people and social situations. It focuses on the role that cognitive processes play in social interactions.

In psychology, theory of mind refers to the capacity to understand other people by ascribing mental states to them. A theory of mind includes the knowledge that others' beliefs, desires, intentions, emotions, and thoughts may be different from one's own. Possessing a functional theory of mind is crucial for success in everyday human social interactions. People utilize a theory of mind when analyzing, judging, and inferring others' behaviors. The discovery and development of theory of mind primarily came from studies done with animals and infants. Factors including drug and alcohol consumption, language development, cognitive delays, age, and culture can affect a person's capacity to display theory of mind. Having a theory of mind is similar to but not identical with having the capacity for empathy or sympathy.

Behaviorism is a systematic approach to understand the behavior of humans and other animals. It assumes that behavior is either a reflex evoked by the pairing of certain antecedent stimuli in the environment, or a consequence of that individual's history, including especially reinforcement and punishment contingencies, together with the individual's current motivational state and controlling stimuli. Although behaviorists generally accept the important role of heredity in determining behavior, they focus primarily on environmental events. The cognitive revolution of the late 20th century largely replaced behaviorism as an explanatory theory with cognitive psychology, which unlike behaviorism examines internal mental states.

Behaviour therapy or behavioural psychotherapy is a broad term referring to clinical psychotherapy that uses techniques derived from behaviourism and/or cognitive psychology. It looks at specific, learned behaviours and how the environment, or other people's mental states, influences those behaviours, and consists of techniques based on behaviorism's theory of learning: respondent or operant conditioning. Behaviourists who practice these techniques are either behaviour analysts or cognitive-behavioural therapists. They tend to look for treatment outcomes that are objectively measurable. Behaviour therapy does not involve one specific method, but it has a wide range of techniques that can be used to treat a person's psychological problems.

Salience is the state or condition of being prominent. The Oxford English Dictionary defines salience as "most noticeable or important." The concept is discussed in communication, semiotics, linguistics, sociology, psychology, and political science. It has been studied with respect to interpersonal communication, persuasion, politics, and its influence on mass media.

Acceptance and commitment therapy is a form of psychotherapy, as well as a branch of clinical behavior analysis. It is an empirically based psychological intervention that uses acceptance and mindfulness strategies along with commitment and behavior-change strategies to increase psychological flexibility.

<span class="mw-page-title-main">Affect (psychology)</span> Experience of feeling or emotion

Affect, in psychology, is the underlying experience of feeling, emotion, attachment, or mood. It encompasses a wide range of emotional states and can be positive or negative. Affect is a fundamental aspect of human experience and plays a central role in many psychological theories and studies. It can be understood as a combination of three components: emotion, mood, and affectivity. In psychology, the term affect is often used interchangeably with several related terms and concepts, though each term may have slightly different nuances. These terms encompass: emotion, feeling, mood, emotional state, sentiment, affective state, emotional response, affective reactivity, disposition. Researchers and psychologists may employ specific terms based on their focus and the context of their work.

Steven C. Hayes is an American clinical psychologist and Nevada Foundation Professor at the University of Nevada, Reno Department of Psychology, where he is a faculty member in their Ph.D. program in behavior analysis. He is known for developing relational frame theory, an account of human higher cognition. He is the co-developer of acceptance and commitment therapy (ACT), a popular evidence-based form of psychotherapy that uses mindfulness, acceptance, and values-based methods, and is the co-developer of process-based therapy (PBT), a new approach to evidence-based therapies more generally. He also coined the term clinical behavior analysis.

The behavioral analysis of child development originates from John B. Watson's behaviorism.

Functional contextualism is a modern philosophy of science rooted in philosophical pragmatism and contextualism. It is most actively developed in behavioral science in general and the field of behavior analysis and contextual behavioral science in particular. Functional contextualism serves as the basis of a theory of language known as relational frame theory and its most prominent application, acceptance and commitment therapy. It is an extension and contextualistic interpretation of B.F. Skinner's radical behaviorism first delineated by Steven C. Hayes which emphasizes the importance of predicting and influencing psychological events with precision, scope, and depth, by focusing on manipulable variables in their context.

Discrimination learning is defined in psychology as the ability to respond differently to different stimuli. This type of learning is used in studies regarding operant and classical conditioning. Operant conditioning involves the modification of a behavior by means of reinforcement or punishment. In this way, a discriminative stimulus will act as an indicator to when a behavior will persist and when it will not. Classical conditioning involves learning through association when two stimuli are paired together repeatedly. This conditioning demonstrates discrimination through specific micro-instances of reinforcement and non-reinforcement. This phenomenon is considered to be more advanced than learning styles such as generalization and yet simultaneously acts as a basic unit to learning as a whole. The complex and fundamental nature of discrimination learning allows for psychologists and researchers to perform more in-depth research that supports psychological advancements. Research on the basic principles underlying this learning style has their roots in neuropsychology sub-processes.

Murray Sidman was an American behavioral scientist, best known for Sidman Avoidance, also called "free-operant avoidance", in which an organism learns to avoid an aversive stimulus by engaging in a targeted response in the absence of stimuli indicating whether the aversive stimulus is forthcoming. Sidman's explanation of free-operant avoidance is an alternative to the Miller-Mowrer two-process theory of avoidance.

Dermot Barnes-Holmes is a Professor of psychology at the School of Psychology, Ulster University and was Foundation Professor at the Department of Psychology at National University of Ireland, Maynooth. He is known for an analysis of human language and cognition through the development of Relational Frame Theory with Steven C. Hayes, and its application in various psychological settings. He was the world's most prolific author in the experimental analysis of human behaviour between the years 1980 and 1999. He was awarded the Don Hake Basic/Applied Research Award at the 2012 American Psychological Association Conference in Orlando, Florida. He is a past president and fellow of the Association for Contextual Behavioral Science, is a recipient of the Quad-L Lecture Award from the University of New Mexico and most recently became an Odysseus laureate of the Flemish Science Foundation and a fellow of the Association for Behavior Analysis International. In 2015 he accepted a life-time senior professorship at Ghent University in Belgium. He originally conceptualized and programmed the Implicit Relational Assessment Procedure (IRAP).

Clinical behavior analysis is the clinical application of behavior analysis (ABA). CBA represents a movement in behavior therapy away from methodological behaviorism and back toward radical behaviorism and the use of functional analytic models of verbal behavior—particularly, relational frame theory (RFT).

<span class="mw-page-title-main">Association for Contextual Behavioral Science</span> Professional association for ACT, RFT, and behavior analysis

The Association for Contextual Behavioral Science (ACBS) is a worldwide nonprofit professional membership organization associated with acceptance and commitment therapy (ACT), and relational frame theory (RFT) among other topics. The term "contextual behavioral science" refers to the application of functional contextualism to human behavior, including contextual forms of applied behavior analysis, cognitive behavioral therapy, and evolution science. In the applied area Acceptance and Commitment Therapy is perhaps the best known wing of contextual behavioral science, and is an emphasis of ACBS, along with other types of contextual CBT, and efforts in education, organizational behavior, and other areas. ACT is considered an empirically validated treatment by the American Psychological Association, with the status of "Modest Research Support" in depression, Obsessive Compulsive Disorder, mixed anxiety disorders, and psychosis, and "Strong Research Support" in chronic pain. ACT is also listed as evidence-based by the Substance Abuse and Mental Health Services Administration of the United States federal government which has examined randomized trials for ACT in the areas of psychosis, work site stress, and obsessive compulsive disorder, including depression outcomes. In the basic area, Relational Frame Theory is a research program in language and cognition that is considered part of contextual behavioral science, and is a focus of ACBS. Unlike the better known behavioral approach proposed by B.F. Skinner in his book Verbal Behavior, experimental RFT research has emerged in a number of areas traditionally thought to be beyond behavioral perspectives, such as grammar, metaphor, perspective taking, implicit cognition and reasoning.

<span class="mw-page-title-main">Herbert S. Terrace</span> Professor of Psychology (b. 1936)

Herbert S. Terrace is a professor of Psychology and Psychiatry at Columbia University. His work covers a broad set of research interests that include behaviorism, animal cognition, ape language and the evolution of language. He is the author of Nim: A Chimpanzee Who Learned Sign Language (1979) and Why Chimpanzees Can't Learn Language and Only Humans Can (2019). Terrace has made important contributions to comparative psychology, many of which have important implications for human psychology. These include discrimination learning, ape language, the evolution of language, and animal cognition.

The Implicit Relational Assessment Procedure (IRAP) is a computer-based psychological measure. It was heavily influenced by the implicit-association test, and is one of several tasks referred to as indirect measures of implicit attitudes. The IRAP is one of relatively few indirect measures that can includes relational or propositional rather than associative information. The IRAP was conceptualised by Dermot Barnes-Holmes, and originally published in 2006. A meta analysis of clinically-relevant criterion effects suggest that the IRAP has good validity. However, a second meta analysis suggests that it has poor reliability, like many reaction time based measures. Research using the IRAP is often linked to relational frame theory, a functional-analytic theory of language.

References

  1. ↑ Hayes, Steven (1991). "A relational control theory of stimulus equivalence.". In L. J. Hayes; P. N. Chase (eds.). Dialogues on verbal behavior. Context Press. pp. 19–40.
  2. ↑ "The Research".
  3. 1 2 O'Connor, M.; Farrell, L.; Munnelly, A.; McHugh, L. (2017). "Citation analysis of relational frame theory: 2009–2016". Journal of Contextual Behavioral Science. 6 (2): 152–158. doi:10.1016/j.jcbs.2017.04.009.
  4. ↑ McHugh, Louise; et al. (2004). "Perspective-taking as relational responding: A developmental profile". The Psychological Record. 54: 115–144. doi:10.1007/BF03395465. S2CID   58926988.
  5. ↑ Stewart, Ian; Barnes-Holmes, Dermot (2001). "Understanding metaphor: a relational frame perspective". Behaviour Analysis. 24 (2): 191–9. doi:10.1007/BF03392030. PMC   2731509 . PMID   22478364.
  6. ↑ Nicholson, Emma; Barnes-Holmes (2012). "Developing an implicit measure of disgust propensity and disgust sensitivity: examining the role of implicit disgust propensity and sensitivity in obsessive-compulsive tendencies" (PDF). Journal of Behavior Therapy and Experimental Psychiatry. 43 (3): 922–930. doi:10.1016/j.jbtep.2012.02.001. PMID   22387628.
  7. ↑ Hayes, Steven C.; Brownstein, Aaron J. (1986-01-01). "Mentalism, behavior-behavior relations, and a behavior-analytic view of the purposes of science". The Behavior Analyst. 9 (2): 175–190. doi:10.1007/BF03391944. ISSN   0738-6729. PMC   2741891 . PMID   22478660.
  8. ↑ Barnes-Holmes, Dermot; Barnes-Holmes, Yvonne; Hussey, Ian; Luciano, Carmen (2015), "Relational Frame Theory", The Wiley Handbook of Contextual Behavioral Science, John Wiley & Sons, Ltd, pp. 115–128, doi:10.1002/9781118489857.ch8, ISBN   9781118489857
  9. 1 2 3 4 5 Barnes-Holmes, Dermot; Hayes, Steven C.; Dymond, Simon; O'Hora, Denis (2002), "Multiple Stimulus Relations and the Transformation of Stimulus Functions", Relational Frame Theory, Kluwer Academic Publishers, pp. 51–71, doi:10.1007/0-306-47638-x_3, ISBN   978-0306466007
  10. 1 2 3 Barnes-Holmes, Dermot; Barnes-Holmes, Yvonne; Luciano, Carmen; McEnteggart, Ciara (2017). "From the IRAP and REC model to a multi-dimensional multi-level framework for analyzing the dynamics of arbitrarily applicable relational responding" (PDF). Journal of Contextual Behavioral Science. 6 (4): 434–445. doi:10.1016/j.jcbs.2017.08.001. hdl: 1854/LU-8547400 . ISSN   2212-1447.
  11. ↑ Hayes, Steven C.; Fox, Eric; Gifford, Elizabeth V.; Wilson, Kelly G.; Barnes-Holmes, Dermot; Healy, Olive (2002), "Derived Relational Responding as Learned Behavior", Relational Frame Theory, Kluwer Academic Publishers, pp. 21–49, doi:10.1007/0-306-47638-x_2, ISBN   978-0306466007
  12. ↑ Pasnak, Robert; Kapalka, Kelly; Gadzichowski, K. Marinka (2016). "Response to stimulus relations by a dog (Canis lupus familiaris)". Learning & Behavior. 44 (3): 295–302. doi: 10.3758/s13420-016-0215-4 . ISSN   1543-4508. PMID   26850761.
  13. 1 2 3 Stewart, Ian; McElwee, John (2009). "Relational responding and conditional discrimination procedures: An apparent inconsistency and clarification". The Behavior Analyst. 32 (2): 309–317. doi:10.1007/bf03392194. ISSN   0738-6729. PMC   2778812 . PMID   22478530.
  14. ↑ Dymond, Simon; Barnes, Dermot (1995). "A transformation of self-discrimination response functions in accordance with the arbitrarily applicable relations of sameness, more than, and less than". Journal of the Experimental Analysis of Behavior. 64 (2): 163–184. doi:10.1901/jeab.1995.64-163. ISSN   0022-5002. PMC   1350108 . PMID   16812766.
  15. ↑ Blackledge, J.T. (2003). "An Introduction to Relational Frame Theory: Basics and Applications". The Behavior Analyst Today. 3 (4): 421–34. doi:10.1037/h0099997.
  16. ↑ Louise McHugh; Phil Reed (2008). "Using Relational Frame Theory to build grammar in children with Autistic Spectrum Conditions". Journal of Speech-Language Pathology and Applied Behavior Analysis. 3 (2–3): 241. doi:10.1037/h0100247.
  17. ↑ For a behavior analytic response to Chomsky, see MacCorquodale (1970), On Chomsky's Review Of Skinner's Verbal Behavior
  18. 1 2 Cullinan, V.; Vitale, A. (2008). "The contribution of Relational Frame Theory to the development of interventions for impairments of language and cognition". Journal of Speech-Language Pathology and Applied Behavior Analysis. 3 (1): 122–35. doi:10.1037/h0100237.
  19. 1 2 Barnes-Holmes, Y.; Barnes-Holmes, D.; McHugh, L. (2004). "Teaching Derived Relational Responding to Young Children" (PDF). Journal of Early and Intensive Behavior Intervention. 1 (1): 4–16. doi:10.1037/h0100275.
  20. ↑ Dawson, D.L.; Barnes-Holmes, D.; Gresswell, D.M.; Hart, A.J.; Gore, N.J. (2009). "Assessing the Implicit Beliefs of Sexual Offenders Using the Implicit Relational Assessment Procedure: A First Study". Sexual Abuse: A Journal of Research and Treatment. 21 (1): 57–75. doi:10.1177/1079063208326928. PMID   19218478. S2CID   36211182.
  21. ↑ Hayes, S.C.; Barnes-Holmes, D.; Roche, B., eds. (2001). Relational Frame Theory: A Post-Skinnerian account of human language and cognition. New York: Plenum Press. ISBN   9780306466007.
  22. ↑ Orellana, Javier. "Why Relational Frame Theory Alters the Relationship between Basic and Applied Behavioral Psychology | IJPSY". www.ijpsy.com. Retrieved 2016-10-10.
  23. ↑ Hayes, Steven C. (2004-01-01). "Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies". Behavior Therapy. 35 (4): 639–665. doi:10.1016/S0005-7894(04)80013-3.
  24. ↑ Barnes-Holmes, Yvonne; Hussey, Ian; McEnteggart, Ciara; Barnes-Holmes, Dermot; Foody, Mairéad (2015-01-01). Zettle, Robert D.; Hayes, Steven C.; Barnes-Holmes, Dermot; Biglan, Anthony (eds.). The Wiley Handbook of Contextual Behavioral Science. John Wiley & Sons, Ltd. pp. 365–382. doi:10.1002/9781118489857.ch18. ISBN   9781118489857.
  25. ↑ "Mastering the Clinical Conversation: Language as Intervention". Guilford Press. Retrieved 2016-10-10.
  26. 1 2 Stitt, Alex (2020). ACT For Gender Identity: The Comprehensive Guide. London: Jessica Kingsley Publishers. pp. 18–35. ISBN   978-1785927997. OCLC   1089850112.
  27. ↑ Reed, D.; Luiselli, J. (2016). "Promoting the emergence of advanced knowledge: A review of peak relational training system: Direct training module by Mark R. Dixon". Journal of Applied Behavior Analysis. 49 (1): 205–211. doi:10.1002/jaba.281.
  28. ↑ "Symbolic Behavior, Behavioral Psychology, and the Clinical Importance of Evolution Science [Abstract]". evolution.binghamton.edu. 12 January 2011. Retrieved 4 May 2017.
  29. ↑ "Evolution for Everyone, Including Contextual Psychology". contextualpsychology.org. Retrieved 4 May 2017.
  30. ↑ Wilson, D. S.; Hayes, S. C.; Biglan, T.; Embry, D. (2014). "Evolving the future: Toward a science of intentional change". Behavioral and Brain Sciences. 34 (4): 395–416. doi:10.1017/S0140525X13001593. PMC   4331065 . PMID   24826907.
  31. ↑ Hayes, S. C.; Sanford, B. (2014). "Cooperation came first: Evolution and human cognition". Journal of the Experimental Analysis of Behavior. 101 (1): 112–129. doi:10.1002/jeab.64. PMID   24318964.

Further reading

This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.