By Matthieu Villatte
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Extra resources for Mastering the Clinical Conversation: Language as Intervention
For example, sameness can be established through the application of symbols such as “=” or by gestures, as when pointing an index finger at one’s chest while saying one’s name out loud. This example shows how language may develop initially based on operant learning of relationships, which are cued by features of the learning context. In this case, the relationship was based on intrinsic features— the shape and color of the figures and holes. Learning to detect intrinsic relations is a precursor to symbolic learning—it is not itself symbolic, nor is it unique to humans.
For example, she might become less frightened of cats with short hair of any color and not at all frightened of cats whose fur color is anything other than black. Evolutionary processes have altered the parameters of respondent learning in some instances. For example, learning to avoid poisonous foods can occur through respondent learning even if sickness occurs many hours after eating the tainted food (Bernstein, 2000), even though classical conditioning typically works best when a response immediately follows a stimulus.
They are now dangerous too, and probably even more so since they are bigger. The boy also learned something that he was not directly told. In everyday language, we might say that he deduced that panthers are dangerous since cats are dangerous. From an RFT point of view, this reflects how derived relations expand from mutual relations (as in the learning of the word “apple”) to entire networks of derived relations in which relations combine. Looking at the way in which RFT experimental studies make sense of this process of language can be useful for understanding how to apply these basic principles in the therapy room.
Mastering the Clinical Conversation: Language as Intervention by Matthieu Villatte