Establishing derived manding for specific amounts with three children: Attempt at synthesizing Skinner's verbal behavior RFT
Murphy, C., & Barnes-Holmes, D. (2009). Establishing derived manding for specific amounts with three children: An attempt at synthesizing Skinner's verbal behavior and relational frame theory. Psychological Record, 59(1), 75-91.
Participants were 2 typically developing children, aged 9 and 10 years, and 1 child, aged 4 years, with a reported severe speech delay. Five specific mand functions were trained such that participants learned to mand for the delivery or removal of tokens to the value of –2, –1, 0, +1, and +2, by presenting an arbitrary stimulus (A1, A2, A3, A4, and A5, respectively). The A stimuli were then incorporated into a series of interrelated conditional discriminations (A1-B1, B1-C1, A2-B2, B2-C2, A3-B3, B3-C3, A4-B4, B4-C4, A5-B5, B5-C5). Subsequent tests determined if participants derived 5 specific mands, presenting C1, C2, C3, C4, and C5 as mands for –2, –1, 0, +1 and +2 tokens. Three participants demonstrated derived manding, and derived manding altered in accordance with newly trained relations across two reversal procedures.
Articles Describing the Link Between RFT and ACT
Below is a list of articles that describe the relationship between RFT and ACT such as how RFT informs the ACT theory of psychopathology and intervention. Please contact the ACBS office at office@contextualscience.org if you know of additional articles that would be good to include.
The History of ACT/RFT: Observations from an Eyewitness (Zettle) - audio
This is audio from the Second World Conference on ACT, RFT, and Contextual Behavioral Science held in London, July 2006. Robert Zettle, Wichita State University Historical, conceptual, philosophical, and empirical developments beginning in the early 1980s until the present that have contributed to the emergence of ACT and RFT and their interrelationship will be presented from a participant-observer perspective. Educational Objectives:
The History of ACT/RFT: Observations from an Eyewitness (Zettle) - audio
This is audio from the Second World Conference on ACT, RFT, and Contextual Behavioral Science held in London, July 2006. Robert Zettle, Wichita State University Historical, conceptual, philosophical, and empirical developments beginning in the early 1980s until the present that have contributed to the emergence of ACT and RFT and their interrelationship will be presented from a participant-observer perspective. Educational Objectives:
Canonical Works: The Contextual Behavioural Roots of ACT & RFT (Wilson, Hayes, Sandoz) - audio
This is audio from the Second World Conference on ACT, RFT, and Contextual Behavioral Science held in London, July 2006. Kelly G. Wilson, University of Mississippi Steven C. Hayes, University of Nevada, Reno Emily K. Sandoz, University of Mississippi
RFT and ACT claim parentage in the behavior analytic tradition. This is not always apparent, however, in form of the current work. Therefore, this session will explore this heritage by examining 3 classic works in behavior analysis for the roots of what has emerged as RFT and ACT.
Canonical Works: The Contextual Behavioural Roots of ACT & RFT (Wilson, Hayes, Sandoz) - audio
This is audio from the Second World Conference on ACT, RFT, and Contextual Behavioral Science held in London, July 2006. Kelly G. Wilson, University of Mississippi Steven C. Hayes, University of Nevada, Reno Emily K. Sandoz, University of Mississippi
RFT and ACT claim parentage in the behavior analytic tradition. This is not always apparent, however, in form of the current work. Therefore, this session will explore this heritage by examining 3 classic works in behavior analysis for the roots of what has emerged as RFT and ACT.
An RFT Contribution to Social Categorization
Weinstein, J. H., Wilson, K. G., Drake, C. E., & Kellum, K. K. (2008). A Relational Frame Theory Contribution to Social Categorization. Behavior and Social Issues, 17, 39-64.
The purpose of this study was to investigate the transformation of stimulus functions from socially relevant to arbitrary stimuli as a model of social stigmatization and categorization. Specifically, participants were trained to respond to arbitrary stimuli as if they were obese or thin stimuli via a matching-to-sample preparation. The impact of this relational conditioning was tested using the Implicit Association Test. The results showed that when participants met the fluency-based training criterion, the bias functions of obese/thin stimuli successfully transformed formally similar variants of the arbitrary stimuli. These results suggest it is possible to affect a transformation of bias functions to wholly arbitrary stimuli using a very brief conditioning history. A clearer conceptualization of the development of stigmatizing categories, particularly as it applies to obesity, might yield important insights into the social contexts that cultivate and maintain stigmatizing attitudes.
An RFT Contribution to Social Categorization
Weinstein, J. H., Wilson, K. G., Drake, C. E., & Kellum, K. K. (2008). A Relational Frame Theory Contribution to Social Categorization. Behavior and Social Issues, 17, 39-64.
The purpose of this study was to investigate the transformation of stimulus functions from socially relevant to arbitrary stimuli as a model of social stigmatization and categorization. Specifically, participants were trained to respond to arbitrary stimuli as if they were obese or thin stimuli via a matching-to-sample preparation. The impact of this relational conditioning was tested using the Implicit Association Test. The results showed that when participants met the fluency-based training criterion, the bias functions of obese/thin stimuli successfully transformed formally similar variants of the arbitrary stimuli. These results suggest it is possible to affect a transformation of bias functions to wholly arbitrary stimuli using a very brief conditioning history. A clearer conceptualization of the development of stigmatizing categories, particularly as it applies to obesity, might yield important insights into the social contexts that cultivate and maintain stigmatizing attitudes.
Relational frame theory and stimulus equivalence are fundamentally different: A reply to Saunders' commentary
Barnes, D., & Roche, B. (1996). Relational frame theory and stimulus equivalence are fundamentally different: A reply to Saunders' commentary. The Psychological Record, 46, 489-507.
Debates on issues based on the study written by Dermot Barnes and Bryan Roche on relational frame theory and stimulus equivalence.
Relational frame theory and stimulus equivalence are fundamentally different: A reply to Saunders' commentary
Barnes, D., & Roche, B. (1996). Relational frame theory and stimulus equivalence are fundamentally different: A reply to Saunders' commentary. The Psychological Record, 46, 489-507.
Debates on issues based on the study written by Dermot Barnes and Bryan Roche on relational frame theory and stimulus equivalence.