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2019 Annual Conference

October 8–11, 2019

St. Louis, MO

Exploring Relational Frame Theory for Adult Learning Research

Thursday, October 10, 2019 at 3:10 PM–3:55 PM CDT
Mills 1 (27)
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CPAE CoConference: Research & Theory

Presentation Format Requested

CPAE CoConference Only: Emerging Issues or Research & Theory (45 Minute Concurrent)

Session Abstract
This session explores relational frame theory, a theory of cognitive and verbal learning, as a basis of adult learning research. Relational frame theory evolved from a behavior-analytic paradigm, but incorporates pragmatic and contextual attributes. It is a functional theory with analytic aims of prediction and influence.
Target Audience
adult learning researchers, practitioners interested in theory, professors of adult learning
Learning Outcomes

In this session, learners will: (a) comprehend the basics of functional contextualism; (b) comprehend mutual entailment; (c) comprehend combinatorial entailment; (d) comprehend transformation of stimulus functions; (e) use relational frames to explain verbal and cognitive behavior; (f) and demonstrate understanding of RFT and its applicability to adult learning research.

Session Description
Participants will learn about relational frame theory (RFT) and its applicability to adult learning research. Relational frame theory is a behavior-analytic theory that derives from functional contextualism, a philosophy in which behavior is studied with a pragmatic approach that considers contextual variables such as history and the environment. RFT is rarely used as a basis for adult learning research, but has tremendous potential for those who seek to study adult learning as a science. It takes the position that while people are trained to learn through verbal transmission (in a broad sense), they are also able to construct meaning by relating stimuli. For example, a picture of a dog, and the English word "d-o-g", both relate to an actual dog. A person taught this fact will typically infer that the picture of the dog and the word "d-o-g" also relate to one another, thus learning without being taught the relation. RFT has a considerable research body in cognitive and behavioral science that continues to grow and shape the theory.
Format & Technique
The session consists of an interactive presentation followed by a Q & A discussion.

Primary Presenter

Daniel A. Parker , University of Arkansas
Work Title
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