The present article describes the nature, scope, and purpose of Contextual Behavioral Science (CBS). Emerging from behavioral psychology but expanding from those roots, CBS is based on contextual assumptions regarding the centrality of situated action, the nature of epistemology versus ontology, and a pragmatic truth criterion linked to the specific goal of predicting-and-influencing psychological events with precision, scope, and depth. These assumptions and goals explain the characteristic features of CBS including its environmentalism, focus on theory and principles, and its reticulated or networked program of theory development, research and practice. Domains of development include increased linkage to multi-dimensional and multi-level evolution science; development of principles that describe the interaction of behavior and symbolic events with genetic, epigenetic, and cultural dimensions; expansion of theoretical and model development to a broader range of areas of human complexity; advances in measurement theory and practice; the development of techniques and components linked to contextual processes and principles; broad testing of these methods; additional research on mediation and moderation; more concern for effectiveness and training; and enhancement of a diverse development community.

Contextual behavioral science: Creating a science more adequate to the challenge of the human condition.

The current research consisted of 2 studies designed to test the effectiveness of automated multiple-exemplar relational training in raising children’s general intellectual skills. In Study 1, 4 participants were exposed to multiple exemplar training in stimulus equivalence and the relational frames of SAME, OPPOSITE, MORE THAN, and LESS THAN across several sessions and weeks. WISC (III-UK) measures were taken at baseline, following stimulus equivalence training, and again following relational frame training. Matched against a no-treatment control group, experimental participants showed significant improvements in full-scale IQ following stimulus equivalence training, and a further significant rise following relational frame training. Study 2 administered an improved multiple-exemplar-based relational frame training intervention to 8 children with a range of educational and behavioral difficulties. In 7 of the 8 cases, full-scale IQ as measured by the WISC (IV-UK) rose by at least 1 SD; the improvement was statistically significant at the group level. These data have important implications for the behavioral analysis of intellectual skills and suggest the basis of an intervention to improve general cognitive functioning.

/pdf/a-relational-frame-training-intervention-to-raise-3mwy90bys3.pdf

A Relational Frame Training Intervention to Raise Intelligence Quotients: A Pilot Study

The present study examined the impact of engaging frontal-mediated working memory processes on implicit and explicit category learning. Two stimulus dimensions were relevant to categorization, but in some conditions, a third, irrelevant dimension was also presented. Results indicated that in both implicit and explicit conditions, the inclusion of the irrelevant dimension impaired performance by increasing the reliance on suboptimal unidimensional strategies. With three-dimensional stimuli, a striking dissociation was observed between implicit and explicit category learning when participants performed a sequential working memory task. With explicit category learning, performance was impaired further, and there was an increased use of suboptimal unidimensional strategies. However, with implicit category learning, the performance impairment decreased, and there was an increased use of optimal strategies. These findings demonstrate the paradoxical situation in which learning can be improved under sequential-t...

/pdf/removing-the-frontal-lobes-the-effects-of-engaging-executive-3ebm6w3kf4.pdf

Removing the Frontal Lobes The Effects of Engaging Executive Functions on Perceptual Category Learning

Throughout much of the past two decades, contextual behavioral science has been applied to a diverse spectrum of psychological phenomena. This intellectual voyage into uncharted waters has brought with it exciting new developments at the methodological and theoretical levels as well as increased contact with other philosophical frameworks such as mechanism. This expansion into new territories requires that the researcher carefully walk a tight-rope between different intellectual traditions—an activity that is subject to several challenges and dangers. In the following paper we provide a detailed map on how to navigate such pitfalls in the study of implicit cognition. We open with a comprehensive overview of the core assumptions and analytic strategies upon which the cognitive (mechanistic) and functional (contextual) traditions have been built. As we shall see, both traditions have sought to understand, predict, and in some cases influence, behavior using radically different conceptual, theoretical and methodological tools. The Relational Elaboration and Coherence (REC) model as well as the Implicit Relational Assessment Procedure (IRAP) are offered as examples of how researchers can explore the domain of implicit cognition from a purely functional perspective. Finally, we examine the possibility that although the cognitive and functional frameworks operate at two independent levels of analysis each may be mutually informed by the work of the other, to the benefit of both.

http://eprints.maynoothuniversity.ie/5036/1/DBH_holding.pdf

Holding on to our functional roots when exploring new intellectual islands: A voyage through implicit cognition research

A relational frame skills training intervention to increase general intelligence and scholastic aptitude

The current paper re-examines the concept of intelligence using Relational Frame Theory (RFT) and suggests a theoretical framework for the analysis of “intelligent” behaviors. We begin by introducing the practices of the standard measurement of intelligence, the intelligence quotient (IQ), and some key features of commonly used IQ tests. We outline a proposed framework, which we suggest provides a rationale for the construction of interventions to raise intelligence quotients as calculated by standardized IQ tests. Specifically, the current paper proposes that training skills in derived relational responding (DRR) by utilizing multiple exemplar training (MET) can accomplish this goal.

/pdf/relational-frame-theory-and-human-intelligence-2z6imn93ak.pdf

Relational Frame Theory and Human Intelligence

A burgeoning research stream supports the efficacy of a novel behavior-analytic intervention, known as SMART training, in raising general intelligence by training a set of crucial cognitive skills, referred to as relational skills. A sample of Irish secondary school students (n = 26) was divided into two IQ matched groups, with the experimental group receiving 12 weeks of SMART training delivered in bi-weekly 45-min sessions. WASI IQ assessments were administered at baseline and follow-up to all participants by blind testers. For each of the three WASI IQ indices and the four IQ subtests, significant follow-up rises were found for the experimental group only. Analyses of variance indicated a significant effect of training on Verbal IQ, Matrix Reasoning and Vocabulary scores. Results lend further support for the efficacy of the SMART training program in enhancing intellectual skills.

Can SMART Training Really Increase Intelligence? A Replication Study

/pdf/a-rel-ation-al-f-rame-tra-ining-inte-rvention-to-raise-i-n6f1o4agdc.pdf

A Rel Ation Al F RAme tRA ining inte Rvention to RAise i ntelligence Quotients: A Pilot s tudy

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