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Using Multivariate Statistics

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1085&context=psych_facpub

Acceptance and Commitment Therapy: Model, processes and outcomes

We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. The develop- mental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition.

/pdf/understanding-and-sharing-intentions-the-origins-of-cultural-4ndpnm3ov3.pdf

Understanding and sharing intentions: The origins of cultural cognition

Part I: The Basic Account. 1. Language and Cognition: Constructing an Alternative Approach Within the Behavioral Tradition S.C. Hayes, et al. 2. Derived Relational Responding as Learned Behavior S.C. Hayes, et al. 3. Multiple Stimulus Relations and the Transformation of Stimulus Functions D. Barnes-Holmes, et al. 4. Relations Among Relations: Analogies, Metaphors, and Stories I. Stewart, et al. 5. Thinking, Problem-Solving, and Pragmatic Verbal Analysis S.C. Hayes, et al. 6. Understanding and Verbal Regulation D. Barnes-Holmes, et al. 7. Self and Self-Directed Rules D. Barnes-Holmes, et al. 8. Relational Frame Theory: A Precis S.C. Hayes, et al. Part II: Extensions and Applications. 9. Psychological Development Y. Barnes-Holmes, et al. 10. Education Y. Barnes-Holmes, et al. 11. Social Processes B. Roche, et al. 12. Psychopathology and Psychotherapy K.G. Wilson, et al. 13. Religion, Spirituality, and Transcendence D. Barnes-Holmes, et al. Epilogue. References. Index.

Relational Frame Theory: A Post-Skinnerian Account Of Human Language And Cognition

Telling people that they do not know what they believe can be a risky business. Imagine, for example, asking an avid Chelsea football supporter which team they prefer, Chelsea or Liverpool? It would be considered very rude, and perhaps a little dangerous in certain contexts, to challenge the answer provided. Humans appear to have a unique ability to access the contents of their own minds and report with relative accuracy what they find there, and woe betide anyone who seriously challenges this notion, particularly in the context of socially or psychologically sensitive issues. Nevertheless, 20th century psychology has indeed challenged this widely held view of the human mind. For example, Nisbett and Wilson (1977) have shown the frailties of introspection; Wegner (2002) has shown how little control we possess over our own thoughts; and Greenwald and Banaji (1995) have highlighted the hidden or unconscious nature of social attitudes. In response to these and other findings, there has been increasing interest in developing procedures and measures that allow the modern researcher to tap into so-called implicit cognition. The current article is concerned with the theoretical and empirical development of one such methodology, the Implicit Relational Assessment Procedure (IRAP), which was designed to measure implicit beliefs and attitudes.

https://contextualscience.org/system/files/Barnes-Holmes,2006.pdf

Do You Really Know What You Believe? Developing the Implicit Relational Assessment Procedure (IRAP) as a Direct Measure of Implicit Beliefs

The current article outlines a behavior-analytic approach to the study of so-called implicit attitudes and cognition The Implicit Relational Assessment Procedure (IRAP), the conceptual basis of which was derived from relational frame theory, is offered as a methodology that may be used in the experimental analysis of implicit attitudes and beliefs The relational elaboration and coherence (REC) model provides a possible relational-frame account of the findings that have emerged from the IRAP The article first outlines the research history that led to the development of the IRAP, followed by a description of the method The REC model and how it explains a range of IRAP data are then considered The article also outlines how both the IRAP and the REC model overlap with, and differ from, similar research found in the non-behavior-analytic literature

/pdf/a-sketch-of-the-implicit-relational-assessment-procedure-4dbc91pj4x.pdf

A Sketch of the Implicit Relational Assessment Procedure (IRAP) and the Relational Elaboration and Coherence (REC) Model.

The current article suggests a possible synthesis of Skinner's (1957) treatment of verbal behavior with the more recent behavioral interpretation of language known as relational frame theory. The rationale for attempting to combine these two approaches is first outlined. Subsequently, each of the verbal operants described by Skinner is examined and subjected to a relational frame analysis. In each case, two types of operants are identified; one based on direct contingencies of reinforcement and the other based on arbitrarily applicable relational responding. The latter operants are labeled verbal because they can be distinguished from other forms of social behavior, and they appear to possess the symbolic or referential qualities often ascribed to human language. By applying relational frame theory to Skinner's verbal operants, we aim to contribute towards the development of a modern behavior-analytic research agenda in human language and cognition.

Relational frame theory and Skinner’s Verbal Behavior : A possible synthesis

Developmental psychologists have been interested in the cognitive ability of perspective-taking for a number of years due to the apparent link between perspective-taking deficits and Autistic Spectrum Disorder. Most of the research in this area has employed the concepts and techniques of the approach commonly referred to as “Theory of Mind.” The current paper is concerned with an alternative operant account of perspective-taking based on a modern behavioral approach to human language and cognition called Relational Frame Theory. According to this approach, the relational frames of l-YOU, HERE-THERE, and NOW-THEN are central to the development of complex perspective-taking. The present paper reports 3 studies that investigate the development of perspective- taking in terms of these 3 relational frames. In Study 1, 5 age groups of participants ranging from early childhood to adulthood were exposed to a protocol assessing their abilities to respond to relational perspective-taking tasks. A developmental profile was then constructed from the relative performances of the different age groups on this protocol. The findings from Study 1 overall indicated that accuracy increased as a function of age. Studies 2 and 3 were subsequently conducted as controls. Specifically, Study 2 was employed to determine whether the low rates of accuracy recorded with the youngest group of participants in Study 1 was simply a function of the length of the statements contained within some of the tasks. The results from Study 2 suggested that this was not the case. In Study 3 an automated version of the protocol was employed to determine whether the high rates of accuracy recorded with the adult participants in Study 1 was a function of cueing. The results from this study similarly indicated that this was not the case. Overall, the findings from the 3 studies lend support to the Relational Frame approach to the development of perspective-taking as generalized operant behavior.

Yvonne Barnes-Holmes

Papers

Relational Frame Theory: A Post-Skinnerian Account Of Human Language And Cognition

Do You Really Know What You Believe? Developing the Implicit Relational Assessment Procedure (IRAP) as a Direct Measure of Implicit Beliefs

A Sketch of the Implicit Relational Assessment Procedure (IRAP) and the Relational Elaboration and Coherence (REC) Model.

Relational frame theory and Skinner’s Verbal Behavior : A possible synthesis

Perspective-Taking as Relational Responding: A Developmental Profile