2. Beyond generalization: Continuous repertoires ABA #317 5/26/03 9:00 -10:20

3. Teaching aims to establish more than what is directly taught Making generalization effective Making generalization effective Programming generalization Programming generalization Beyond generalization

4. Misuse of the term ’generalization’ As an explanation As an explanation As a redundant qualifier As a redundant qualifier in conjunction with imitation and identity matching to sample in conjunction with imitation and identity matching to sample As a designation of many different phenomena As a designation of many different phenomena continuous repertoires continuous repertoires

5. Continuous repertoires Skinner (1953):... any unit of operant behavior is to a certain extent artificial. Behavior is the coherent, continuous activity of an integral organism. Although it may be analyzed into parts for theoretical or practical purposes, we need to recognize its continuous nature in order to solve certain common problems. (p. 116)

6. Continuous repertoires Wildeman D. G. & Holland J. G. (1972). Control of a continuous response dimension by a continuous stimulus dimension. Journal of the Experimental Analysis of Behavior, 18, 419-434. Control of a continuous response dimension by a continuous stimulus dimension. Journal of the Experimental Analysis of Behavior, 18, 419-434.

7. Examples Imitation Imitation Drawing from copy Drawing from copy Singing on key Singing on key Visual joint attention skills Visual joint attention skills (gaze following) (gaze following)

8. Continuous fields Train 1

9. Continuous fields Train 2

10. Continuous fields Test 1

11. Continuous fields Test 2

12. The A-B-C of behavior analysis S D  R  S R

13. Identifying instances of S D and R Skinner (1931): The reflex as a relation (S  R) Skinner (1931): The reflex as a relation (S  R) Skinner (1935): Classes of S’s and classes of R’s Skinner (1935): Classes of S’s and classes of R’s Catania (1973): Operant class -- correlation between descriptive and functional classes Catania (1973): Operant class -- correlation between descriptive and functional classes Discriminated operant class: Descriptive vs. functional (cf. Wildemann/Holland results) Discriminated operant class: Descriptive vs. functional (cf. Wildemann/Holland results)

14. When the basic S D  R relation breaks down a. “S D ”  R time delay b. “S D ”  R complexity

15. Complex phenomena Largely left to cognitive psychology (memory, problem solving) Largely left to cognitive psychology (memory, problem solving) Squeezed into the model (tacts, rule following) Squeezed into the model (tacts, rule following) + given a new name (relational frames) A third option: Analysis in terms of the basic formula, filling the gaps by incorporating precurrent behavior A third option: Analysis in terms of the basic formula, filling the gaps by incorporating precurrent behavior

16. RFT (S. Hayes, et al., 2001) In contrast [to accounts in terms of naming or joint control], RFT can account for derived relations more directly. Naming, joint control,... and the like, can be viewed as aspects of specific kinds of relational responses given specific histories, but they are not necessary to the relational operant as such.

17. RFT (S. Hayes, et al., 2001) Postulating such a [mediating behavioral] process seems not to be required in order to mount a behavior analytic research program into derived relational responding.... There is no immediate need to posit any additional behavioral processes behind that of a learned functional response class, based on multiple exemplars.

18. Behavioral mediation Stokes & Baer, 2003 Some problem classes require mediation for generalized correct solutions (p. 134)

19. Mediating or precurrent responses (Palmer, 2002) “What is the tenth letter after F?”... If we restrict our consideration to just those responses that can be observed, the behavior of announcing the answer is puzzling.”

20. “S D ”  R distortions at the level of our observations, behavior does not seem to be related in an orderly way to environmental antecedents or consequences but seems to emerge from within the individual

21. Precurrent behavior G H (E), F... I J KL M N O P

22. “S D ”  R complexity

23. “S D ”  Precurrent behavior (e.g., counting)

24. Degrees of “S D ”  R complexity Same dimension Same dimension Rotated dimension Rotated dimension Compound dimensional relations Compound dimensional relations Arbitrarily related dimensions Arbitrarily related dimensions

25. Same dimension

26. Rotated dimension

27. Compound dimensional relations

28. Arbitrarily related dimensions Sound pitch

29. Math problems a. 65 x 65 = b. 85 x 85 = c. 35 x 35 = d. 75 x 55 = e. 35 x 55 = f. 65 x 75 = g. 85 x 45 = h. 73 x 77 = 4225 7225 1225 4125 1925 4875 3825 5621

30. Math problems 1 65 x 65 =

31. Math problems 2 85 x 85 =

32. Math problems 3 55 x 55 =

33. Math problems 4 75 x 75 =

34. Mediated generalization appears to be a promising but as yet underdeveloped forefront for facilitating desired behavior change. As such, it represents an ”unfinished portrait” in the analysis of generalization strategies Mediated generalization appears to be a promising but as yet underdeveloped forefront for facilitating desired behavior change. As such, it represents an ”unfinished portrait” in the analysis of generalization strategies Stokes & Baer (2003):

35. Continuous repertoires - mosaics of increasing texture lack of order inevitably arises when there are gaps in our data lack of order inevitably arises when there are gaps in our data for “cognitive” behavior such gaps are common for “cognitive” behavior such gaps are common order is restored to the data by referring to plausible unobserved variables that fill in the gaps order is restored to the data by referring to plausible unobserved variables that fill in the gaps continuous repertoires of precurrent behavior should be considered to fill in important gaps continuous repertoires of precurrent behavior should be considered to fill in important gaps