Abstract
The behavioral repertoire grows and develops through a lifetime in a manner intricately dependent on bidirectional connections between its current form and the shaping environment. Behavior analysis has discovered many of the key relationships that occur between repertoire elements that govern this constant metamorphosis, including the behavioral cusp: an event that triggers contact with new behavioral contingencies. The current literature already suggests possible integration of the behavioral cusp and related concepts into a wider understanding of behavioural development and cumulative learning. Here we share an attempted step in that progression: an approach to an in-depth characterization of the features and connections underlying cusp variety. We sketch this approach on the basis of differential involvement of contingency terms; the relevance to the cusp of environmental context, accompanying repertoire, or response properties; the connections of particular cusps to other behavioral principles, processes, or concepts; the involvement of co-evolving social repertoires undergoing mutual influence; and the ability of cusps to direct the repertoire either toward desired contingencies or away from a growth-stifling repertoire. We discuss the implications of the schema for expanded applied considerations, the programming of unique cusps, and the need for incorporating cultural context into the cusp. We hope that this schema could be a starting point, subject to empirical refinement, leading to an expanded understanding of repertoire interconnectivity and ontogenetic evolution.
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Notes
To avoid confusion relating to the multiple uses of the term “mechanism,” we clarify that we mean simply a description of the physical way in which an abstract phenomenon is brought about.
Note that here we are using the term “adduction” in the sense originally cited by Andronis et al. (1997), and that later, Catania (2004) described the term differently: “The coming together of existing responses in novel combinations to produce new behavior is sometimes called adduction” (p. 55). In Catania’s definition, a new consequence is not required at all; instead, two initial responses are either combined or sequentially emitted in a manner controlled by antecedents (a phenomenon frequently occurring in verbal behavior). We are using the term recombination rather than adduction for the phenomenon described by Catania (2004). It may be that both processes could occur at once, with two responses combining and thereby satisfying a new contingency not responsible for the original development of either component response. We refer to this case as “recombinant contingency adduction.”
We intend this list as a launching point and do not strive for exhaustivity.
We use “nonrestrictive” to indicate ready alternative access to the positive consequences that support the punished response. In other words, the individual’s repertoire supports alternate ways to easily obtain relevant positive consequences other than via the punished behavior.
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A. Becker is supported by the Beatrice H. Barrett endowment for research on neuro-operant relations (University of North Texas). We have no conflicts of interest to disclose.
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Becker, A.M., Kuhn, R.M. & Pinkelman, S.E. Advancing and Integrating the Cusp Concept to Understand Behavioral Repertoire Dynamics. Perspect Behav Sci 47, 29–54 (2024). https://doi.org/10.1007/s40614-023-00389-8
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DOI: https://doi.org/10.1007/s40614-023-00389-8