Constructing Relational Sentences: Establishing Arbitrarily AppliCable Comparative Relations with the Relational Completion Procedure

The present study examined the effectiveness of the Relational Completion Procedure (RCP) in establishing arbitrarily applicable comparative relations after training with either linear (Experiment 1) or non-linear (Experiment 2) arbitrary relations. Linear relations were those presented in a sequential order (i.e., A-B, B-C, C-D, etc.), while nonlinear relations were presented in a nonsequential order (i.e., C-D, B-C, A-B, etc.). After nonarbitrary relational training and testing to establish the contextual functions of MORE THAN and LESS THAN, adults underwent constructed-response nonarbitrary relational training and testing with physically dissimilar stimuli in which they were required to “complete” relational sentences in the presence of the cues. Next, during arbitrary relational training with abstract stimuli, participants were randomly assigned to 1 of 3 training groups: All-More (E > D, D > C., C > B, and B > A), All-Less (A < B, B < C., C < D, and D < E), and Less-More (A < B, B < C., D > C., and E > D). Finally, during arbitrary relational testing, probes for mutually entailed relations were followed by probes for 1-and 2-node combinatorially entailed relations. The yield, or percentage of participants passing, was 83% in Experiment 1 and 91.6% in Experiment 2. Our findings demonstrate that the RCP was successful in establishing arbitrarily applicable comparative relations with adults regardless of the order in which the arbitrary relational training trials were presented.

     

Reviews

Abstract

Selected review of current books on sexuality and sex therapy, John P. Wincze, Brown University/V.A. Hospital, Providence

Becoming Orgasmic: A Program of Sexual Growth for Women. Heiman, J., LoPiccolo, L., and LoPiccolo, J. New Jersey: Prentice-Hall, 1976.

Female and Male: Dimensions of Human Sexuality. Pierson, E. and D'Antonio, W. New York: J.B. Lippincott Co., 1974.

Medical Aspects of Human Sexuality. Lief, H.I. Baltimore: The Williams and Wilkins Co., 1975.

Sex After Sixty. Butler, R. and Lewis, M. New York: Harper and Row, 1976.

Sex Therapy at Home. Kass, D. and Stauss, F. New York: Simon and Schuster, 1975.

SIECUS Study Guides. Sex Information and Education Council of the United States. New York, 1976 (6th printing).

Adulthood and aging: An interdisciplinary developmental view, Douglas Kimmel, New York, John Wiley & Sons, Inc., 1974, $12.50, 484 pages

Permanent weight control: A total solution to the dieter's dilemma, Michael J. Mahoney, Kathryn Mahoney, New York, W.W. Norton and Co., Inc., 1976, $7.95, 177 pages     

The family therapist as a change agent: Using principles and strategies of organization development in family therapy

Abstract

Families are compared to work organizations from a systems perspective, establishing parallels in needs for change and growth. The theoretical underpinnings of Organization Development (O.D.) are reviewed and discussed in light of their use in conceptualizing family therapy. From this systems viewpoint, the consultant role, systems diagnosis and a variety of O.D. interventions are proposed to the family therapist.     

Teaching About Racism: Pernicious Implications of the Standard Portrayal

Resonating with understandings prevalent among White Americans, psychologists tend to portray racism as a problem of individual prejudice rather than a systemically embedded phenomenon. An unintended consequence of this portrayal is to reproduce a narrow construction of racism as something that does not require energetic measures to combat. We describe 2 studies that provide support for this idea. Tutorials presented the topic of racism either as individual prejudice (standard condition) or as a systemic phenomenon embedded in American society (sociocultural condition). Results confirmed that perception of racism and (in Study 2) endorsement of antiracist policy were greater among participants in the sociocultural tutorial condition than among participants in the both the standard tutorial and no-tutorial control conditions. An ironic consequence of standard pedagogy may be to promote a modern form of scientific racism that understates the ongoing significance of racist oppression.     

Interactions among emergent relations during equivalence class formation

The interactions among symmetry, transitivity, and equivalence tests during the formation of 3-member equivalence classes were studied with 14 college students. After training AB and BC, a test with BA, CB, AC, and CA was conducted concurrently. Failure led to serial testing with probes for CA equivalence, BA symmetry, CA equivalence, CB symmetry, CA equivalence, AC transitivity, and CA equivalence. For five subjects, equivalence tests were passed immediately once BA and CB symmetry as well as AC transitivity had been induced. Thus, symmetry and transitivity were precursors for successful performance on equivalence tests. The conjoint function of symmetry and transitivity was assessed with the equivalence probes. As the equivalence probes were passed immediately, the presence of symmetry alone and transitivity alone were sufficient for their conjoint function without additional intervention. For different subjects, transitivity alone and symmetry were induced either directly with BA, CB, or AC probes or indirectly with equivalence probes. Equivalence probes can also induce various combinations of symmetry and transitivity. Thus, different subjects formed classes in various patterns at different rates.     

HOW TO ANALYSE SUBSTANCE: A REPLY TO SCHNIEDER

In a recent issue of this journal, Benjamin Schnieder has presented an objection to the account of individual substance that we have developed and put to various uses in our works on metaphysics. According to Schnieder's objection, our proposal to analyse this notion of substantiality suffers from a special kind of circularity. In this paper, we give two replies to Schnieder's objection. The first is that a successful analysis is not, in fact, required to avoid the sort of circularity about which Schnieder complains. The second is that our analysis does not involve the alleged circularity.