Effects of coherence on speaker preference and rule-following

Rule-following is affected by multiple variables. A relevant aspect of rules regards whether they “make sense”, that is, the extent to which the instruction coheres with previously reinforced patterns of relational responding. The present study aimed to evaluate the influence of relational coherence upon rule-following. After mastering a particular set of conditional relations (e.g., A1B1, A2B2), the participants were exposed to two speakers, one of which would “state” relations that cohered (e.g., A1B1, A2B2) with the participant’s previous relational training and the other that would present relations that were incoherent (e.g., A1B2, A2B1). Then, rule-following was measured in a preference test in which the participant would have to choose which of the two speakers would provide instructions in each test trial. Results show that the participants preferred the coherent speaker to provide instructions and followed the rules presented by that speaker throughout the test. Coherence is discussed as a critical aspect of rule following and preference for particular narratives.

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Relational Coherence and Persistent Rule-Following: The Impact of Targeting Coherence in a ‘Non-Critical’ Component of a Relational Network

The Psychological Record ◽

10.1007/s40732-020-00414-1 ◽

2020 ◽

Author(s):

Ragnar Bern ◽

Tone Persdotter ◽

Colin Harte ◽

Dermot Barnes-Holmes

Keyword(s):

Critical Component ◽

Rule Following ◽

Relational Coherence ◽

The Impact ◽

Relational Network

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Exploring the potential impact of relational coherence on persistent rule-following: The first study

Learning & Behavior ◽

10.3758/s13420-019-00399-0 ◽

2020 ◽

Vol 48 (3) ◽

pp. 373-391 ◽

Cited By ~ 4

Author(s):

Colin Harte ◽

Dermot Barnes-Holmes ◽

Yvonne Barnes-Holmes ◽

Ciara McEnteggart ◽

Jinthe Gys ◽

...

Keyword(s):

Rule Following ◽

Relational Coherence ◽

Potential Impact

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Persistent Rule-Following in the Face of Reversed Reinforcement Contingencies: The Differential Impact of Direct Versus Derived Rules

Behavior Modification ◽

10.1177/0145445517715871 ◽

2017 ◽

Vol 41 (6) ◽

pp. 743-763 ◽

Cited By ~ 10

Author(s):

Colin Harte ◽

Yvonne Barnes-Holmes ◽

Dermot Barnes-Holmes ◽

Ciara McEnteggart

Keyword(s):

Maladaptive Behaviors ◽

Rule Following ◽

Differential Impact ◽

Derived Relations ◽

Relational Responding ◽

Psychological Suffering ◽

Rule Compliance ◽

The Face ◽

Post Hoc ◽

Integrate Research

Rule-governed behavior and its role in generating insensitivity to direct contingencies of reinforcement have been implicated in human psychological suffering. In addition, the human capacity to engage in derived relational responding has also been used to explain specific human maladaptive behaviors, such as irrational fears. To date, however, very little research has attempted to integrate research on contingency insensitivity and derived relations. The current work sought to fill this gap. Across two experiments, participants received either a direct rule (Direct Rule Condition) or a rule that involved a novel derived relational response (Derived Rule Condition). Provision of a direct rule resulted in more persistent rule-following in the face of competing contingencies, but only when the opportunity to follow the reinforced rule beforehand was relatively protracted. Furthermore, only in the Direct Rule Condition were there significant correlations between rule-compliance and stress. A post hoc interpretation of the findings is provided.

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Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-19-00084 ◽

2020 ◽

Vol 51 (3) ◽

pp. 795-806 ◽

Cited By ~ 1

Author(s):

Elizabeth J. Short ◽

Rachael Cooper Schindler ◽

Rita Obeid ◽

Maia M. Noeder ◽

Laura E. Hlavaty ◽

...

Keyword(s):

Developmental Disabilities ◽

Autism Spectrum ◽

Free Play ◽

Group Differences ◽

Typically Developing ◽

Play Skills ◽

Critical Aspect ◽

Hyperactivity Disorder ◽

Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

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Religion-State Relations in the United States and Germany

10.1017/cbo9781139059527 ◽

2011 ◽

Author(s):

Claudia E. Haupt

Keyword(s):

United States ◽

The United States ◽

State Relations

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Abusive Men's Use of Children to Control Their Partners and Ex-Partners

European Psychologist ◽

10.1027/1016-9040.12.1.54 ◽

2007 ◽

Vol 12 (1) ◽

pp. 54-61 ◽

Cited By ~ 49

Author(s):

Marisa L. Beeble ◽

Deborah Bybee ◽

Cris M. Sullivan

Keyword(s):

United States ◽

Intimate Partner Violence ◽

Partner Violence ◽

Emotional Abuse ◽

The United States ◽

Intimate Partner ◽

Anecdotal Evidence ◽

Multiple Variables ◽

The Relationship

While research has found that millions of children in the United States are exposed to their mothers being battered, and that many are themselves abused as well, little is known about the ways in which children are used by abusers to manipulate or harm their mothers. Anecdotal evidence suggests that perpetrators use children in a variety of ways to control and harm women; however, no studies to date have empirically examined the extent of this occurring. Therefore, the current study examined the extent to which survivors of abuse experienced this, as well as the conditions under which it occurred. Interviews were conducted with 156 women who had experienced recent intimate partner violence. Each of these women had at least one child between the ages of 5 and 12. Most women (88%) reported that their assailants had used their children against them in varying ways. Multiple variables were found to be related to this occurring, including the relationship between the assailant and the children, the extent of physical and emotional abuse used by the abuser against the woman, and the assailant's court-ordered visitation status. Findings point toward the complex situational conditions by which assailants use the children of their partners or ex-partners to continue the abuse, and the need for a great deal more research in this area.

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