Derived Relational Networks and Control by Novel Instructions: A Possible Model of Generative Verbal Responding

O’Hora, Denis; Barnes‐Holmes, Dermot; Roche, Bryan; Smeets, Paul M.

doi:10.1007/bf03395484

Cited by 82 publications

(58 citation statements)

References 32 publications

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“…Indeed, several researchers have developed alternative novel methodologies for establishing derived relations, such as stimulus pairing (e.g., Barnes, Smeets, & Leader, 1996;Fields, Doran, & Marroquin, 2009;Fields, Reeve, varelas, Rosen, & Belanich, 1997;Layng & Chase, 2001), a go/no-go procedure (e.g., Cullinan, Barnes-Holmes, & Smeets, 2001;Debert, Matos, & McIlvane, 2007), and simultaneous discrimination techniques (e.g., McIlvane, Kledaras, Callahan, & Dube, 2002;Smeets, Barnes-Holmes, & Cullinan, 2000). one highly novel alternative methodology is the Relational evaluation Procedure (ReP; Cullinan et al, 2001; o'Hora, Barnes-Holmes, Roche, & Smeets, 2004;Stewart, Barnes-Holmes & Roche, 2004; see also Barnes-Holmes, Hayes, Dymond, & o'Hora, 2001, for a detailed outline). The purpose of the ReP is to assess participant reports on the relations between stimuli presented in pairs, rather than to control selection of the relata themselves.…”

Section: Discussionmentioning

confidence: 99%

A Derived Relations Analysis of Approach-Avoidance Conflict: Implications for the Behavioral Analysis of Human Anxiety

et al. 2011

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Section: Discussionmentioning

confidence: 99%

A Derived Relations Analysis of Approach-Avoidance Conflict: Implications for the Behavioral Analysis of Human Anxiety

et al. 2011

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“…Despite the potential utility of the RFT analysis, no research has yet been done which has attempted to establish such a repertoire in someone who does not have it. Most or all RFT research on RGB has examined its properties in people who already readily demonstrate it, e.g., college students (O'Hora, Barnes-Holmes, Roche, & Smeets, 2004).…”

Section: Rule-governed Behaviormentioning

confidence: 99%

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

Tarbox

Zuckerman

Bishop

et al. 2011

Analysis Verbal Behav

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Rule-governed behavior is generally considered an integral component of complex verbal repertoires (Skinner, 1974) but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rulegoverned behavior in individuals who do not already posses the repertoire. This study consists of two experiments which evaluated multiple exemplar training procedures for teaching a simple component skill which may be necessary for developing a repertoire of rule-governed behavior. In both experiments, children with autism were taught to respond to simple rules which specified antecedents and the behaviors which should occur in their presence. In the first study, participants were taught to respond to rules containing "if/then" statements, where the antecedent was specified before the behavior. The second experiment was a replication and extension of the first. It involved a variation on the manner in which rules were presented. Both experiments eventually demonstrated generalization to novel rules for all participants, however variations to the standard procedure were required for several participants. Results suggest that rule-following can be analyzed and taught as generalized operant behavior and implications for future research are discussed.

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“…For example, the models of rule-governed behavior reported by O'Hora et al (2004O'Hora et al ( , 2014 could be adapted or extended for this purpose. In these studies, a number of Crels were pre-trained ("Same," "Different" "Before," and "After"), and then these cues were used to establish a range of two-element stimulus relations.…”

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confidence: 99%

From the IRAP and REC model to a multi-dimensional multi-level framework for analyzing the dynamics of arbitrarily applicable relational responding

Barnes‐Holmes

Luciano

et al. 2017

Journal of Contextual Behavioral Science

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The article presents the beginnings of a conceptual framework for analyzing the dynamics of arbitrarily applicable relational responding (AARRing). The framework focuses on the dimensions and levels of AARRing that have been the focus of empirical and conceptual analyses in the literature on relational frame theory over the past 30 years. The name of the framework is abbreviated the MDML, and the conceptual and empirical context from which it emerged is presented. The framework currently consists of four dimensions, (i) coherence, (ii) complexity, (iii) derivation, and (iv) flexibility; and five levels of relational development, (i) mutual entailing, (ii) relational framing, (iii) relational networking, (iv) What is the MDML and What Does it Offer?At this point in an earlier version of the current paper we first presented the historical background to the MDML before describing the framework itself and explaining why we

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Derived Relational Networks and Control by Novel Instructions: A Possible Model of Generative Verbal Responding

Cited by 82 publications

References 32 publications

A Derived Relations Analysis of Approach-Avoidance Conflict: Implications for the Behavioral Analysis of Human Anxiety

A Derived Relations Analysis of Approach-Avoidance Conflict: Implications for the Behavioral Analysis of Human Anxiety

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

From the IRAP and REC model to a multi-dimensional multi-level framework for analyzing the dynamics of arbitrarily applicable relational responding

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