# B:CP Chapter 13 Higher Levels Summary/ First Half Summary

**URL:** <http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431>\
**Category:** CSG2013\
**Created:** [October 14, 2013, 5:30pm UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431 "2013-10-14T17:30:48Z")\
**Posts on this page:** 8\
**Page:** 1

<div class="post-metadata">

**Author:** ![rsmarken](http://discourse.iapct.org/user_avatar/discourse.iapct.org/rsmarken/32/3553_2.png) [@rsmarken](http://discourse.iapct.org/u/rsmarken)\
**Post date:** [October 14, 2013, 5:30pm UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/1 "2013-10-14T17:30:48Z")

</div>

[From Rick Marken (2013.10.14.1030)]

Here is my Summary of Ch 13 on Higher Levels. I have included it as the last summary in the attached file into which I have pasted the summaries of all chapters we have discussed so far. Some of these summaries are quiterough and need a lot of editing; some are pretty good. But this collection of summaries seems like a nice first step towards an improved future version of this course.

I consider this the “mid point” of the course because the whole model of behavior – of skilled behavior (control) – has now been described. Starting this week we will embark on the second half of the course, which deals with topics related to how the hierarchy develops and improves (learning, memory and emotion), how it goes wrong (conflict) and how to study it (experimental methods).

So the assignment for this week is to read Ch. 14, on Learning. Relevant to this chapter is the fine work of Frans Plooij and his late wife Hetty on the development of control during the first year of life (a topic that is of particular interest to me at the moment). The work of the Plooij’s was inspired by the model described in B:CP and is described in their book “The Wonder Years”. If you don’t have it, get it! It will be a great supplement to the discussion of Ch. 14.

Best regards

Rick

[FirstHalfSummaries.Preface through Ch 13.doc](http://discourse.iapct.org/uploads/short-url/9or0x6BE0bFagWCDEHbYFAlmNKW.doc) (187 KB)

> **···**
>
> –  
> Richard S. Marken PhD  
> [rsmarken@gmail.com](mailto:rsmarken@gmail.com)
> 
> [www.mindreadings.com](http://www.mindreadings.com)

---

<div class="post-metadata">

**Author:** ![DagArchive](http://discourse.iapct.org/letter_avatar_proxy/v4/letter/d/ed8c4c/32.png) [@DagArchive](http://discourse.iapct.org/u/DagArchive)\
**Post date:** [October 14, 2013, 6:24pm UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/2 "2013-10-14T18:24:05Z")

</div>

> [From Rick Marken  
> (2013.10.14.1030)]
> 
> …Relevant to this chapter is the fine work of Frans Plooij and his late  
> wife Hetty on the development of control during the first year of life (a  
> topic that is of particular interest to me at the moment). The work of  
> the Plooij’s was inspired by the model described in B:CP and is described  
> in their book “The Wonder Years”. If you don’t have it, get it!  
> It will be a great supplement to the discussion of Ch. 14.  
> [From Dag Forssell (2013.10.14.1125)]

Make that “The Wonder Weeks” spelling out how all levels we  
talk about develop during ten crisis periods (Leaps) during the first 20  
months of life. See also  
[  
www.thewonderweeks.com](http://www.thewonderweeks.com/).

You can preview the story by downloading the free pdf “PCT Book of  
Readings” here:  
[  
http://www.livingcontrolsystems.com/readings/readings.html](http://www.livingcontrolsystems.com/readings/readings.html)

Chapter 1: “Growing Up: How Your Baby Does It” is reproduced in  
its entirety starting on page 96.

Best, Dag

---

<div class="post-metadata">

**Author:** ![rsmarken](http://discourse.iapct.org/user_avatar/discourse.iapct.org/rsmarken/32/3553_2.png) [@rsmarken](http://discourse.iapct.org/u/rsmarken)\
**Post date:** [October 14, 2013, 6:46pm UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/3 "2013-10-14T18:46:29Z")

</div>

[From Rick Marken (2013.10.14.1145)]

> **···**
>
> > [From Dag Forssell (2013.10.14.1125)]
> > 
> > > Make that “The Wonder Weeks” spelling out how all levels we  
> > > talk about develop during ten crisis periods (Leaps) during the first 20  
> > > months of life. See also  
> > > [  
> > > www.thewonderweeks.com](http://www.thewonderweeks.com/).
> 
> Ops. Thanks Dag. I got it conflated with the 1980s TV show that we used to watch with our kids when they were considerably past the Wonder Weeks;-)
> 
> Best
> 
> Rick
> 
> > You can preview the story by downloading the free pdf “PCT Book of  
> > Readings” here:  
> > [  
> > http://www.livingcontrolsystems.com/readings/readings.html](http://www.livingcontrolsystems.com/readings/readings.html)
> > 
> > Chapter 1: “Growing Up: How Your Baby Does It” is reproduced in  
> > its entirety starting on page 96.
> > 
> > Best, Dag
> 
> –  
> Richard S. Marken PhD  
> [rsmarken@gmail.com](mailto:rsmarken@gmail.com)  
> [www.mindreadings.com](http://www.mindreadings.com)

---

<div class="post-metadata">

**Author:** ![rupert](http://discourse.iapct.org/letter_avatar_proxy/v4/letter/r/f14d63/32.png) [@rupert](http://discourse.iapct.org/u/rupert)\
**Post date:** [October 19, 2013, 2:48pm UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/4 "2013-10-19T14:48:50Z")

</div>

[From Rupert Young (2013.10.19 15.00 BST)]

Chapter 14 is a very interesting chapter as it gets into how the organisation of control systems could arise during the lifetime of an organism, in addition to, and providing for more flexible behaviour than, those that may be inherited. The basic process is one of reorganisation of the parameters and structure of the neural systems, driven by the "intrinsic" error, independent of the kind of behaviour involved. The intrinsic error being the difference between the current and desired state of the organism.

Some intrinsic reference variables were discussed, but I would suggest that there is really only one intrinsic reference, and that is of energy acquisition, which keeps the organism going, and represents the intrinsic purpose of any organism. All other proposed references, such as harmony, cooperation and clearness, are derived from (are a result of) this reference. For example, if there is disharmony then energy (e.g food) acquisition will be more difficult. Similarly, if an organism is receiving all its energy requirements then cooperation with others is not necessary.

The main difference, therefore, between simple organisms (e.g plankton) and more complex organisms (e.g. humans) is that there are more complex layers (the levels) of neural processing between the input and output functions of the energy acquisition control system. The more levels there are the more flexible are the means by which that energy can be acquired. Evolutionary adaptation involves the addition of levels to a hierarchy that is no longer able to acquire energy in the face of changing environments.

The principle of reorganisation, of the system, was contrasted with the behaviourist concept of learning being the reinforcement of actions. What other (modern) theories of learning are there; concerning such things as neural plasticity and neural networks? In what way do they differ from the PCT idea of learning?

There were a few other points that stood out for me.

Pattern recognition is best viewed as extracting subjective information (perceptions) relevant to the perspective of the perceiver rather than computing objective structure of the external world.

Behaviour affects not only sensory perceptions but also internal states of the organism, which may also be perceptions that can be controlled; and challenges the view of behaviour being a response to external stimuli.

Superstitious behaviour can arise if a collection of actions includes one that is effective, resulting in the cessation of reorganisation. Therapies such as homoeopathy, reiki "healing" are modern-day equivalents of witch-doctoring, though without any actions with the efficacy of aspirin, so I wonder how they persist? Perhaps due to a very loose sense of the problem (the controlled variable) and a general lack of awareness of the effects of the actions taken.

Leading questions:  
1. No.  
2. Don't see how. Not familiar.  
3. The latter. Well, if you were controlling for praise (hearing the word "right") then you'd start answering incorrectly.  
4. It's random? I think you wouldn't really have a clue what works.  
5. The latter. The latter. I would have thought so. It doesn't really matter what actions are taken to achieve the friendliness.  
6. Yes, most of the time. If there were no difficulties (error) there wouldn't be anything to learn.  
7. The latter requires reorganisation.8.  
&nbsp;&nbsp;\* Previous systems  
&nbsp;&nbsp;\* Reorganisation  
&nbsp;&nbsp;\* Previous systems  
&nbsp;&nbsp;\* Reorganisation  
&nbsp;&nbsp;\* Memory  
&nbsp;&nbsp;\* Previous systems  
&nbsp;&nbsp;\* Memory  
Regards,  
Rupert

> **···**
>
> On 14/10/2013 18:30, Richard Marken wrote:
> 
> > [From Rick Marken (2013.10.14.1030)]
> > 
> > Here is my Summary of Ch 13 on Higher Levels. I have included it as the last summary in the attached file into which I have pasted the summaries of all chapters we have discussed so far. Some of these summaries are quiterough and need a lot of editing; some are pretty good. But this collection of summaries seems like a nice first step towards an improved future version of this course.
> > 
> > I consider this the "mid point" of the course because the whole model of behavior -- of skilled behavior (control) -- has now been described. Starting this week we will embark on the second half of the course, which deals with topics related to how the hierarchy develops and improves (learning, memory and emotion), how it goes wrong (conflict) and how to study it (experimental methods).
> > 
> > So the assignment for this week is to read Ch. 14, on Learning. Relevant to this chapter is the fine work of Frans Plooij and his late wife Hetty on the development of control during the first year of life (a topic that is of particular interest to me at the moment). The work of the Plooij's was inspired by the model described in B:CP and is described in their book "The Wonder Years". If you don't have it, get it! It will be a great supplement to the discussion of Ch. 14.
> > 
> > Best regards
> > 
> > Rick
> > 
> > --  
> > Richard S. Marken PhD  
> > \<mailto:rsmarken@gmail.com\>\> rsmarken@gmail.com  
> > \<[http://www.mindreadings.com](http://www.mindreadings.com)\>\> www.mindreadings.com

---

<div class="post-metadata">

**Author:** ![rsmarken](http://discourse.iapct.org/user_avatar/discourse.iapct.org/rsmarken/32/3553_2.png) [@rsmarken](http://discourse.iapct.org/u/rsmarken)\
**Post date:** [October 19, 2013, 8:55pm UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/5 "2013-10-19T20:55:59Z")

</div>

[From Rick Marken (2013.10.19.1355)]

> **···**
>
> Rupert Young (2013.10.19 15.00  
> BST)–
> 
> > ```
> > Chapter 14 is a very interesting chapter as it gets into how the
> > 
> > ```
> > 
> > organisation of control systems could arise during the lifetime of  
> > an organism, in addition to, and providing for more flexible  
> > behaviour than, those that may be inherited. The basic process is  
> > one of reorganisation of the parameters and structure of the  
> > neural systems, driven by the “intrinsic” error, independent of  
> > the kind of behaviour involved. The intrinsic error being the  
> > difference between the current and desired state of the organism.
> 
> RM: This is a terrific post Rupert. I’ll have more to say about it (and the Learning Chapter in B:CP) tomorrow or Monday. Right now I am off to see a Chekhov play (really! Uncle Vanya). When I get back I should be a much better person as I expect the play to have caused an improvement in my ability to read the emotions of others.
> 
> Best regards
> 
> Rick
> 
> > ```
> > Some intrinsic reference variables were discussed, but I would
> > 
> > ```
> > 
> > suggest that there is really only one intrinsic reference, and  
> > that is of energy acquisition, which keeps the organism going, and  
> > represents the intrinsic purpose of any organism. All other  
> > proposed references, such as harmony, cooperation and clearness,  
> > are derived from (are a result of) this reference. For example, if  
> > there is disharmony then energy (e.g food) acquisition will be  
> > more difficult. Similarly, if an organism is receiving all its  
> > energy requirements then cooperation with others is not necessary.
> > 
> > ```
> > The main difference, therefore, between simple organisms (e.g
> > 
> > ```
> > 
> > plankton) and more complex organisms (e.g. humans) is that there  
> > are more complex layers (the levels) of neural processing between  
> > the input and output functions of the energy acquisition control  
> > system. The more levels there are the more flexible are the means  
> > by which that energy can be acquired. Evolutionary adaptation  
> > involves the addition of levels to a hierarchy that is no longer  
> > able to acquire energy in the face of changing environments.
> > 
> > ```
> > The principle of reorganisation, of the system, was contrasted
> > 
> > ```
> > 
> > with the behaviourist concept of learning being the reinforcement  
> > of actions. What other (modern) theories of learning are there;  
> > concerning such things as neural plasticity and neural networks?  
> > In what way do they differ from the PCT idea of learning?
> > 
> > ```
> > There were a few other points that stood out for me.
> > 
> > Pattern recognition is best viewed as extracting subjective
> > 
> > ```
> > 
> > information (perceptions) relevant to the perspective of the  
> > perceiver rather than computing objective structure of the  
> > external world.
> > 
> > ```
> > Behaviour affects not only sensory perceptions but also internal
> > 
> > ```
> > 
> > states of the organism, which may also be perceptions that can be  
> > controlled; and challenges the view of behaviour being a response  
> > to external stimuli.
> > 
> > ```
> > Superstitious behaviour can arise if a collection of actions
> > 
> > ```
> > 
> > includes one that is effective, resulting in the cessation of  
> > reorganisation. Therapies such as homoeopathy, reiki “healing” are  
> > modern-day equivalents of witch-doctoring, though without any  
> > actions with the efficacy of aspirin, so I wonder how they  
> > persist? Perhaps due to a very loose sense of the problem (the  
> > controlled variable) and a general lack of awareness of the  
> > effects of the actions taken.
> > 
> > ```
> > Leading questions:
> > 
> > ```
> > 
> > 1. No.
> > 2. Don’t see how. Not familiar.
> > 3. 
> > 
> > ```
> > The latter. Well, if you were controlling for praise
> > 
> > ```
> > 
> > (hearing the word “right”) then you’d start answering  
> > incorrectly.
> > 
> > 1. 
> > 
> > ```
> > It's random? I think you wouldn't really have a clue what
> > 
> > ```
> > 
> > works.
> > 
> > 1. 
> > 
> > ```
> > The latter. The latter. I would have thought so. It doesn't
> > 
> > ```
> > 
> > really matter what actions are taken to achieve the  
> > friendliness.
> > 
> > 1. 
> > 
> > ```
> > Yes, most of the time. If there were no difficulties (error)
> > 
> > ```
> > 
> > there wouldn’t be anything to learn.
> > 
> > 1. The latter requires reorganisation.
> > 2. 
> > 
> > - Previous systems
> > - Reorganisation
> > - Previous systems
> > - Reorganisation
> > - Memory
> > - Previous systems
> > - Memory
> > 
> > ```auto
> > Regards,
> > Rupert
> > 
> > ```
> > 
> > On 14/10/2013 18:30, Richard Marken wrote:
> 
> > > [From Rick Marken (2013.10.14.1030)]
> 
> > > ```
> > > Here is my Summary of Ch 13 on Higher Levels. I have
> > > 
> > > ```
> > > 
> > > included it as the last summary in the attached file  
> > > into which I have pasted the summaries of all chapters  
> > > we have discussed so far. Some of these summaries are  
> > > quiterough and need a lot of editing; some are pretty  
> > > good. But this collection of summaries seems like a nice  
> > > first step towards an improved future version of this  
> > > course.
> > > 
> > > ```
> > > I consider this the "mid point" of the course because
> > > 
> > > ```
> > > 
> > > the whole model of behavior – of skilled behavior  
> > > (control) – has now been described. Starting this week  
> > > we will embark on the second half of the course, which  
> > > deals with topics related to how the hierarchy develops  
> > > and improves (learning, memory and emotion), how it goes  
> > > wrong (conflict) and how to study it (experimental  
> > > methods).
> 
> > >
> 
> > > ```
> > > So the assignment for this week is to read Ch. 14, on
> > > 
> > > ```
> > > 
> > > Learning. Relevant to this chapter is the fine work of Frans  
> > > Plooij and his late wife Hetty on the development of control  
> > > during the first year of life (a topic that is of particular  
> > > interest to me at the moment). The work of the Plooij’s was  
> > > inspired by the model described in B:CP and is described in  
> > > their book “The Wonder Years”. If you don’t have it, get it!  
> > > It will be a great supplement to the discussion of Ch. 14.
> 
> > > Best regards
> 
> > > Rick
> 
> > 
> 
> –  
> Richard S. Marken PhD  
> [rsmarken@gmail.com](mailto:rsmarken@gmail.com)  
> [www.mindreadings.com](http://www.mindreadings.com)
> 
> ```
> --
> 
> Richard S. Marken PhD
> 
> rsmarken@gmail.com
> 
> [www.mindreadings.com](http://www.mindreadings.com)
> 
> ```

---

<div class="post-metadata">

**Author:** ![dmg](http://discourse.iapct.org/letter_avatar_proxy/v4/letter/d/5e9695/32.png) [@dmg](http://discourse.iapct.org/u/dmg)\
**Post date:** [October 20, 2013, 2:53am UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/6 "2013-10-20T02:53:41Z")

</div>

[David Goldstein (2013.10.19.22:16)]  
[Rick Marken (2013.10.19.1355)]  
Rupert Young (2013.10.19 15.00  
BST)

This is a very hard chapter to understand. I am pretty sure that I didn’t understand it the first time I read it.

Sometime after the book was published, Bill adopted the E.coli model of reorganization. See chapter 7 in his Living control Systems III: The  
Fact of Control.

In chapter 8, he shows how the E.coli model can account for the learning of a specific arm movement which involves the reorganizing of 14 control systems involved.

When I was writing up an MOL Therapy case study, Bill expanded on his concept of the reorganization system. He talked about a voluntary and involuntary component of the reorganization system. See the psychotherapy case of AF on my website: [www.dmghelpcenter.com](http://www.dmghelpcenter.com).

It is an interesting exercise to talk about the different forms of learning that psychologists have talked about (classical condition, operant conditioning, observational learning, verbal learning) and describe them in terms of PCT concepts.

The concept of reorganization which Bill talks about  
comes closer to the concept of developmental change than to the kinds of changes that the above forms of learning produce.

> **···**
>
> * * *
> 
> **From:** Richard Marken [rsmarken@GMAIL.COM](mailto:rsmarken@GMAIL.COM)  
> **To:** CSGNET@LISTSERV.ILLINOIS.EDU  
> **Sent:** Saturday, October 19, 2013 4:55 PM  
> **Subject:** Re: B:CP Chapter 13 Higher Levels Summary/ First Half Summary
> 
> [From Rick Marken (2013.10.19.1355)]
> 
> ```
> Rupert Young (2013.10.19 15.00
> 
> ```
> 
> BST)–
> 
> > ```
> > Chapter 14 is a very interesting chapter as it gets into how the
> > 
> > ```
> > 
> > organisation of control systems could arise during the lifetime of  
> > an organism, in addition to, and providing for more flexible  
> > behaviour than, those that may be inherited. The basic process is  
> > one of reorganisation of the parameters and structure of the  
> > neural systems, driven by the “intrinsic” error, independent of  
> > the kind of behaviour involved. The intrinsic error being the  
> > difference between the current and desired state of the organism.
> 
> RM: This is a terrific post Rupert. I’ll have more to say about it (and the Learning Chapter in B:CP) tomorrow or Monday. Right now I am off to see a Chekhov play (really! Uncle Vanya). When I get back I should be a much better person as I expect the play to have caused an improvement in my ability to read the emotions of others.
> 
> Best regards
> 
> Rick
> 
> > ```
> > Some intrinsic reference variables were discussed, but I would
> > 
> > ```
> > 
> > suggest that there is really only one intrinsic reference, and  
> > that is of energy acquisition, which keeps the organism going, and  
> > represents the intrinsic purpose of any organism. All other  
> > proposed references, such as harmony, cooperation and clearness,  
> > are derived from (are a result of) this reference. For example, if  
> > there is disharmony then energy (e.g food) acquisition will be  
> > more difficult. Similarly, if an organism is receiving all its  
> > energy requirements then cooperation with others is not necessary.
> > 
> > ```
> > The main difference, therefore, between simple organisms (e.g
> > 
> > ```
> > 
> > plankton) and more complex organisms (e.g. humans) is that there  
> > are more complex layers (the levels) of neural processing between  
> > the input and output functions of the energy acquisition control  
> > system. The more levels there are the more flexible are the means  
> > by which that energy can be acquired. Evolutionary adaptation  
> > involves the addition of levels to a hierarchy that is no longer  
> > able to acquire energy in the face of changing environments.
> > 
> > ```
> > The principle of reorganisation, of the system, was contrasted
> > 
> > ```
> > 
> > with the behaviourist concept of learning being the reinforcement  
> > of actions. What other (modern) theories of learning are there;  
> > concerning such things as neural plasticity and neural networks?  
> > In what way do they differ from the PCT idea of learning?
> > 
> > ```
> > There were a few other points that stood out for me.
> > 
> > Pattern recognition is best viewed as extracting subjective
> > 
> > ```
> > 
> > information (perceptions) relevant to the perspective of the  
> > perceiver rather than computing objective structure of the  
> > external world.
> > 
> > ```
> > Behaviour affects not only sensory perceptions but also internal
> > 
> > ```
> > 
> > states of the organism, which may also be perceptions that can be  
> > controlled; and challenges the view of behaviour being a response  
> > to external stimuli.
> > 
> > ```
> > Superstitious behaviour can arise if a collection of actions
> > 
> > ```
> > 
> > includes one that is effective, resulting in the cessation of  
> > reorganisation. Therapies such as homoeopathy, reiki “healing” are  
> > modern-day equivalents of witch-doctoring, though without any  
> > actions with the efficacy of aspirin, so I wonder how they  
> > persist? Perhaps due to a very loose sense of the problem (the  
> > controlled variable) and a general lack of awareness of the  
> > effects of the actions taken.
> > 
> > ```
> > Leading questions:
> > 
> > ```
> > 
> > 1. No.
> > 2. Don’t see how. Not familiar.
> > 3. 
> > 
> > ```
> > The latter. Well, if you were controlling for praise
> > 
> > ```
> > 
> > (hearing the word “right”) then you’d start answering  
> > incorrectly.
> > 
> > 1. 
> > 
> > ```
> > It's random? I think you wouldn't really have a clue what
> > 
> > ```
> > 
> > works.
> > 
> > 1. 
> > 
> > ```
> > The latter. The latter. I would have thought so. It doesn't
> > 
> > ```
> > 
> > really matter what actions are taken to achieve the  
> > friendliness.
> > 
> > 1. 
> > 
> > ```
> > Yes, most of the time. If there were no difficulties (error)
> > 
> > ```
> > 
> > there wouldn’t be anything to learn.
> > 
> > 1. The latter requires reorganisation.
> > 2. 
> > 
> > - Previous systems
> > - Reorganisation
> > - Previous systems
> > - Reorganisation
> > - Memory
> > - Previous systems
> > - Memory
> > 
> > ```auto
> > Regards,
> > Rupert
> > 
> > ```
> > 
> > On 14/10/2013 18:30, Richard Marken wrote:
> 
> > > [From Rick Marken (2013.10.14.1030)]
> 
> > > ```
> > > Here is my Summary of Ch 13 on Higher Levels. I have
> > > 
> > > ```
> > > 
> > > included it as the last summary in the attached file  
> > > into which I have pasted the summaries of all chapters  
> > > we have discussed so far. Some of these summaries are  
> > > quiterough and need a lot of editing; some are pretty  
> > > good. But this collection of summaries seems like a nice  
> > > first step towards an improved future version of this  
> > > course.
> > > 
> > > ```
> > > I consider this the "mid point" of the course because
> > > 
> > > ```
> > > 
> > > the whole model of behavior – of skilled behavior  
> > > (control) – has now been described. Starting this week  
> > > we will embark on the second half of the course, which  
> > > deals with topics related to how the hierarchy develops  
> > > and improves (learning, memory and emotion), how it goes  
> > > wrong (conflict) and how to study it (experimental  
> > > methods).
> 
> > >
> 
> > > ```
> > > So the assignment for this week is to read Ch. 14, on
> > > 
> > > ```
> > > 
> > > Learning. Relevant to this chapter is the fine work of Frans  
> > > Plooij and his late wife Hetty on the development of control  
> > > during the first year of life (a topic that is of particular  
> > > interest to me at the moment). The work of the Plooij’s was  
> > > inspired by the model described in B:CP and is described in  
> > > their book “The Wonder Years”. If you don’t have it, get it!  
> > > It will be a great supplement to the discussion of Ch. 14.
> 
> > > Best regards
> 
> > > Rick
> > > 
> > > ```
> > > --
> > > 
> > > Richard S. Marken PhD
> > > 
> > > rsmarken@gmail.com
> > > 
> > > [www.mindreadings.com](http://www.mindreadings.com/)
> > > 
> > > ```
> 
> > 
> 
> –  
> Richard S. Marken PhD  
> [rsmarken@gmail.com](mailto:rsmarken@gmail.com)  
> [www.mindreadings.com](http://www.mindreadings.com/)

---

<div class="post-metadata">

**Author:** ![rupert](http://discourse.iapct.org/letter_avatar_proxy/v4/letter/r/f14d63/32.png) [@rupert](http://discourse.iapct.org/u/rupert)\
**Post date:** [October 20, 2013, 11:22am UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/7 "2013-10-20T11:22:24Z")

</div>

[From Rupert Young (2013.10.20 12.20 BST)]

David Goldstein (2013.10.19.22:16)

> See the psychotherapy case of AF on my website: \<[http://www.dmghelpcenter.com](http://www.dmghelpcenter.com)\>www.dmghelpcenter.com.

Whereabouts on your website is this, I can't find it?

Regards,  
Rupert

> [David Goldstein (2013.10.19.22:16)]  
> [Rick Marken (2013.10.19.1355)]  
> Rupert Young (2013.10.19 15.00 BST)  
> This is a very hard chapter to understand. I am pretty sure that I didn't understand it the first time I read it.
> 
> Sometime after the book was published, Bill adopted the E.coli model of reorganization. See chapter 7 in his Living control Systems III: The Fact of Control.

In chapter 8, he shows how the E.coli model can account for the learning of a specific arm movement which involves the reorganizing of 14 control systems involved.

> When I was writing up an MOL Therapy case study, Bill expanded on his concept of the reorganization system. He talked about a voluntary and involuntary component of the reorganization system. See the psychotherapy case of AF on my website: \<[http://www.dmghelpcenter.com](http://www.dmghelpcenter.com)\>www.dmghelpcenter.com.
> 
> It is an interesting exercise to talk about the different forms of learning that psychologists have talked about (classical condition, operant conditioning, observational learning, verbal learning) and describe them in terms of PCT concepts.
> 
> The concept of reorganization which Bill talks about comes closer to the concept of developmental change than to the kinds of changes that the above forms of learning produce.
> 
> From: Richard Marken \<mailto:rsmarken@GMAIL.COM\>\<rsmarken@GMAIL.COM\>  
> To: \<mailto:CSGNET@LISTSERV.ILLINOIS.EDU\>CSGNET@LISTSERV.ILLINOIS.EDU  
> Sent: Saturday, October 19, 2013 4:55 PM  
> Subject: Re: B:CP Chapter 13 Higher Levels Summary/ First Half Summary
> 
> [From Rick Marken (2013.10.19.1355)]
> 
> Rupert Young (2013.10.19 15.00 BST)--
> 
> > Chapter 14 is a very interesting chapter as it gets into how the organisation of control systems could arise during the lifetime of an organism, in addition to, and providing for more flexible behaviour than, those that may be inherited. The basic process is one of reorganisation of the parameters and structure of the neural systems, driven by the "intrinsic" error, independent of the kind of behaviour involved. The intrinsic error being the difference between the current and desired state of the organism.
> 
> RM: This is a terrific post Rupert. I'll have more to say about it (and the Learning Chapter in B:CP) tomorrow or Monday. Right now I am off to see a Chekhov play (really! Uncle Vanya). When I get back I should be a much better person as I expect the play to have caused an improvement in my ability to read the emotions of others.
> 
> Best regards
> 
> Rick
> 
> \>\>
> 
> > Some intrinsic reference variables were discussed, but I would suggest that there is really only one intrinsic reference, and that is of energy acquisition, which keeps the organism going, and represents the intrinsic purpose of any organism. All other proposed references, such as harmony, cooperation and clearness, are derived from (are a result of) this reference. For example, if there is disharmony then energy (e.g food) acquisition will be more difficult. Similarly, if an organism is receiving all its energy requirements then cooperation with others is not necessary.
> > 
> > The main difference, therefore, between simple organisms (e.g plankton) and more complex organisms (e.g. humans) is that there are more complex layers (the levels) of neural processing between the input and output functions of the energy acquisition control system. The more levels there are the more flexible are the means by which that energy can be acquired. Evolutionary adaptation involves the addition of levels to a hierarchy that is no longer able to acquire energy in the face of changing environments.
> > 
> > The principle of reorganisation, of the system, was contrasted with the behaviourist concept of learning being the reinforcement of actions. What other (modern) theories of learning are there; concerning such things as neural plasticity and neural networks? In what way do they differ from the PCT idea of learning?
> > 
> > There were a few other points that stood out for me.
> > 
> > Pattern recognition is best viewed as extracting subjective information (perceptions) relevant to the perspective of the perceiver rather than computing objective structure of the external world.
> > 
> > Behaviour affects not only sensory perceptions but also internal states of the organism, which may also be perceptions that can be controlled; and challenges the view of behaviour being a response to external stimuli.
> > 
> > Superstitious behaviour can arise if a collection of actions includes one that is effective, resulting in the cessation of reorganisation. Therapies such as homoeopathy, reiki "healing" are modern-day equivalents of witch-doctoring, though without any actions with the efficacy of aspirin, so I wonder how they persist? Perhaps due to a very loose sense of the problem (the controlled variable) and a general lack of awareness of the effects of the actions taken.
> > 
> > Leading questions:  
> > 1. No.

2. Don't see how. Not familiar.  
3. The latter. Well, if you were controlling for praise (hearing the word "right") then you'd start answering incorrectly.  
4. It's random? I think you wouldn't really have a clue what works.

> > 5. The latter. The latter. I would have thought so. It doesn't really matter what actions are taken to achieve the friendliness.

6. Yes, most of the time. If there were no difficulties (error) there wouldn't be anything to learn.  
7. The latter requires reorganisation.8.

> > \* Previous systems

\* Reorganisation

> > \* Previous systems

\* Reorganisation  
\* Memory  
\* Previous systems  
\* Memory  
Regards,  
Rupert

> **···**
>
> On 20/10/2013 03:53, D GOLDSTEIN wrote:
> 
> On 14/10/2013 18:30, Richard Marken wrote:
> 
> > > > [From Rick Marken (2013.10.14.1030)]
> > > > 
> > > > Here is my Summary of Ch 13 on Higher Levels. I have included it as the last summary in the attached file into which I have pasted the summaries of all chapters we have discussed so far. Some of these summaries are quiterough and need a lot of editing; some are pretty good. But this collection of summaries seems like a nice first step towards an improved future version of this course.
> > > > 
> > > > I consider this the "mid point" of the course because the whole model of behavior -- of skilled behavior (control) -- has now been described. Starting this week we will embark on the second half of the course, which deals with topics related to how the hierarchy develops and improves (learning, memory and emotion), how it goes wrong (conflict) and how to study it (experimental methods).
> > > > 
> > > > So the assignment for this week is to read Ch. 14, on Learning. Relevant to this chapter is the fine work of Frans Plooij and his late wife Hetty on the development of control during the first year of life (a topic that is of particular interest to me at the moment). The work of the Plooij's was inspired by the model described in B:CP and is described in their book "The Wonder Years". If you don't have it, get it! It will be a great supplement to the discussion of Ch. 14.
> > > > 
> > > > Best regards
> > > > 
> > > > Rick
> > > > 
> > > > --  
> > > > Richard S. Marken PhD  
> > > > \<mailto:rsmarken@gmail.com\>\>\>\> rsmarken@gmail.com  
> > > > \<[http://www.mindreadings.com/&gt;&gt;&gt;&gt](http://www.mindreadings.com/&gt;&gt;&gt;&gt); www.mindreadings.com
> > 
> > --  
> > Richard S. Marken PhD  
> > \<mailto:rsmarken@gmail.com\>\> rsmarken@gmail.com  
> > \<[http://www.mindreadings.com/&gt;&gt](http://www.mindreadings.com/&gt;&gt); www.mindreadings.com

---

<div class="post-metadata">

**Author:** ![dmg](http://discourse.iapct.org/letter_avatar_proxy/v4/letter/d/5e9695/32.png) [@dmg](http://discourse.iapct.org/u/dmg)\
**Post date:** [October 20, 2013, 5:02pm UTC](http://discourse.iapct.org/t/b-cp-chapter-13-higher-levels-summary-first-half-summary/1431/8 "2013-10-20T17:02:49Z")

</div>

[David Goldstein (201.10.20.12:58)]  
[From Rupert Young (2013.10.20 12.20  
BST)]

Here is the url: [http://www.dmghelpcenter.com/Case\_Studies/MOL%20Therapy%20Case%20of%20AF.pdf](http://www.dmghelpcenter.com/Case_Studies/MOL%20Therapy%20Case%20of%20AF.pdf)

If this doesn’t work, do the following: Go to my website, press the button for services offered, then Psychotherapy

Approach, then MOL Therapy Case Studies, then The case of AF, then go to page 22 or 25.

David

> **···**
>
> * * *
> 
> **From:** Rupert Young [rupert@MOONSIT.CO.UK](mailto:rupert@MOONSIT.CO.UK)  
> **To:** CSGNET@LISTSERV.ILLINOIS.EDU  
> **Sent:** Sunday, October 20, 2013 7:22 AM  
> **Subject:** Re: B:CP Chapter 13 Higher Levels Summary/ First Half Summary
> 
> ```
> [From Rupert Young (2013.10.20 12.20
> 
> ```
> 
> BST)]
> 
> ```
> David Goldstein (2013.10.19.22:16)
> 
> > See the psychotherapy case of AF on my website:
> 
> ```
> 
> [www.dmghelpcenter.com](http://www.dmghelpcenter.com/).
> 
> ```
> Whereabouts on your website is this, I can't find it?
> 
> ```
> 
> ```auto
> Regards,
> Rupert
> 
> ```
> 
> On 20/10/2013 03:53, D GOLDSTEIN wrote:
> 
> > ```
> > [David
> > 
> > ```
> > 
> > Goldstein (2013.10.19.22:16)]
> > 
> > ```
> > [Rick Marken (2013.10.19.1355)]
> > 
> > Rupert Young (2013.10.19 15.00 BST)
> > 
> > ```
> 
> > 
> 
> > ```
> > This
> > 
> > ```
> > 
> > is a very hard chapter to understand. I am pretty sure  
> > that I didn’t understand it the first time I read it.
> 
> > ```
> > Sometime
> > 
> > ```
> > 
> > after the book was published, Bill adopted the E.coli  
> > model of reorganization. See chapter 7 in his Living  
> > control Systems III: The Fact of Control.
> 
> > ```
> > In
> > 
> > ```
> > 
> > chapter 8, he shows how the E.coli model can account for  
> > the learning of a specific arm movement which involves  
> > the reorganizing of 14 control systems involved.
> > 
> > ```
> > When I was writing up an MOL Therapy case study, Bill
> > 
> > ```
> > 
> > expanded on his concept of the reorganization system. He  
> > talked about a voluntary and involuntary component of  
> > the reorganization system. See the psychotherapy case of  
> > AF on my website: [www.dmghelpcenter.com](http://www.dmghelpcenter.com/).
> > 
> > ```
> > It is an interesting exercise to talk about the
> > 
> > ```
> > 
> > different forms of learning that psychologists have  
> > talked about (classical condition, operant conditioning,  
> > observational learning, verbal learning) and describe  
> > them in terms of PCT concepts.
> > 
> > ```
> > The concept of reorganization which Bill talks about
> > 
> > ```
> > 
> > comes closer to the concept of developmental change than  
> > to the kinds of changes that the above forms of learning  
> > produce.
> 
> > 
> 
> > 
> 
> > * * *
> > 
> > **From:**  
> > Richard Marken [rsmarken@GMAIL.COM](mailto:rsmarken@GMAIL.COM)  
> > **To:**  
> > CSGNET@LISTSERV.ILLINOIS.EDU  
> > **Sent:**  
> > Saturday, October 19, 2013 4:55 PM  
> > **Subject:**  
> > Re: B:CP Chapter 13 Higher Levels Summary/ First  
> > Half Summary
> 
> > ```
> > [From
> > 
> > ```
> > 
> > Rick Marken (2013.10.19.1355)]
> > 
> > ```
> > Rupert Young (2013.10.19 15.00 BST)--
> > 
> > ```
> > 
> > > ```
> > > Chapter 14 is a very interesting
> > > 
> > > ```
> > > 
> > > chapter as it gets into how the  
> > > organisation of control systems  
> > > could arise during the lifetime of  
> > > an organism, in addition to, and  
> > > providing for more flexible  
> > > behaviour than, those that may be  
> > > inherited. The basic process is  
> > > one of reorganisation of the  
> > > parameters and structure of the  
> > > neural systems, driven by the  
> > > “intrinsic” error, independent of  
> > > the kind of behaviour involved.  
> > > The intrinsic error being the  
> > > difference between the current and  
> > > desired state of the organism.
> 
> > 
> 
> > ```
> > RM: This is a terrific post Rupert.
> > 
> > ```
> > 
> > I’ll have more to say about it (and  
> > the Learning Chapter in B:CP) tomorrow  
> > or Monday. Right now I am off to see a  
> > Chekhov play (really! Uncle Vanya).  
> > When I get back I should be a much  
> > better person as I expect the play to  
> > have caused an improvement in my  
> > ability to read the emotions of  
> > others.
> 
> > Best regards
> 
> > Rick
> 
> > 
> 
> > > ```
> > > Some intrinsic reference variables
> > > 
> > > ```
> > > 
> > > were discussed, but I would  
> > > suggest that there is really only  
> > > one intrinsic reference, and that  
> > > is of energy acquisition, which  
> > > keeps the organism going, and  
> > > represents the intrinsic purpose  
> > > of any organism. All other  
> > > proposed references, such as  
> > > harmony, cooperation and  
> > > clearness, are derived from (are a  
> > > result of) this reference. For  
> > > example, if there is disharmony  
> > > then energy (e.g food) acquisition  
> > > will be more difficult. Similarly,  
> > > if an organism is receiving all  
> > > its energy requirements then  
> > > cooperation with others is not  
> > > necessary.
> > > 
> > > ```
> > > The main difference, therefore,
> > > 
> > > ```
> > > 
> > > between simple organisms (e.g  
> > > plankton) and more complex  
> > > organisms (e.g. humans) is that  
> > > there are more complex layers (the  
> > > levels) of neural processing  
> > > between the input and output  
> > > functions of the energy  
> > > acquisition control system. The  
> > > more levels there are the more  
> > > flexible are the means by which  
> > > that energy can be acquired.  
> > > Evolutionary adaptation involves  
> > > the addition of levels to a  
> > > hierarchy that is no longer able  
> > > to acquire energy in the face of  
> > > changing environments.
> > > 
> > > ```
> > > The principle of reorganisation,
> > > 
> > > ```
> > > 
> > > of the system, was contrasted with  
> > > the behaviourist concept of  
> > > learning being the reinforcement  
> > > of actions. What other (modern)  
> > > theories of learning are there;  
> > > concerning such things as neural  
> > > plasticity and neural networks? In  
> > > what way do they differ from the  
> > > PCT idea of learning?
> > > 
> > > ```
> > > There were a few other points that
> > > 
> > > ```
> > > 
> > > stood out for me.
> > > 
> > > ```
> > > Pattern recognition is best viewed
> > > 
> > > ```
> > > 
> > > as extracting subjective  
> > > information (perceptions) relevant  
> > > to the perspective of the  
> > > perceiver rather than computing  
> > > objective structure of the  
> > > external world.
> > > 
> > > ```
> > > Behaviour affects not only sensory
> > > 
> > > ```
> > > 
> > > perceptions but also internal  
> > > states of the organism, which may  
> > > also be perceptions that can be  
> > > controlled; and challenges the  
> > > view of behaviour being a response  
> > > to external stimuli.
> > > 
> > > ```
> > > Superstitious behaviour can arise
> > > 
> > > ```
> > > 
> > > if a collection of actions  
> > > includes one that is effective,  
> > > resulting in the cessation of  
> > > reorganisation. Therapies such as  
> > > homoeopathy, reiki “healing” are  
> > > modern-day equivalents of  
> > > witch-doctoring, though without  
> > > any actions with the efficacy of  
> > > aspirin, so I wonder how they  
> > > persist? Perhaps due to a very  
> > > loose sense of the problem (the  
> > > controlled variable) and a general  
> > > lack of awareness of the effects  
> > > of the actions taken.
> > > 
> > > ```
> > > Leading questions:
> > > 
> > > ```
> > > 
> > > 1. No.
> > > 2. Don’t see how. Not familiar.
> > > 3. 
> > > 
> > > ```
> > > The latter. Well, if you
> > > 
> > > ```
> > > 
> > > were controlling for praise  
> > > (hearing the word “right”)  
> > > then you’d start answering  
> > > incorrectly.
> > > 
> > > 1. 
> > > 
> > > ```
> > > It's random? I think you
> > > 
> > > ```
> > > 
> > > wouldn’t really have a clue  
> > > what works.
> > > 
> > > 1. 
> > > 
> > > ```
> > > The latter. The latter. I
> > > 
> > > ```
> > > 
> > > would have thought so. It  
> > > doesn’t really matter what  
> > > actions are taken to achieve  
> > > the friendliness.
> > > 
> > > 1. 
> > > 
> > > ```
> > > Yes, most of the time. If
> > > 
> > > ```
> > > 
> > > there were no difficulties  
> > > (error) there wouldn’t be  
> > > anything to learn.
> > > 
> > > 1. 
> > > 
> > > ```
> > > The latter requires
> > > 
> > > ```
> > > 
> > > reorganisation.  
> > > 1.
> > > 
> > > - Previous systems
> > > - Reorganisation
> > > - Previous systems
> > > - Reorganisation
> > > - Memory
> > > - Previous systems
> > > - Memory
> > > 
> > > ```auto
> > > Regards,
> > > Rupert
> > > 
> > > ```
> > > 
> > > ```
> > > On
> > > 
> > > ```
> > > 
> > > 14/10/2013 18:30, Richard  
> > > Marken wrote:
> 
> > > > ```
> > > > [From Rick
> > > > 
> > > > ```
> > > > 
> > > > Marken  
> > > > (2013.10.14.1030)]
> 
> > > > ```
> > > > Here is my Summary
> > > > 
> > > > ```
> > > > 
> > > > of Ch 13 on Higher  
> > > > Levels. I have  
> > > > included it as the  
> > > > last summary in the  
> > > > attached file into  
> > > > which I have pasted  
> > > > the summaries of all  
> > > > chapters we have  
> > > > discussed so far.  
> > > > Some of these  
> > > > summaries are  
> > > > quiterough and need  
> > > > a lot of editing;  
> > > > some are pretty  
> > > > good. But this  
> > > > collection of  
> > > > summaries seems like  
> > > > a nice first step  
> > > > towards an improved  
> > > > future version of  
> > > > this course.
> > > > 
> > > > ```
> > > > I consider this the
> > > > 
> > > > ```
> > > > 
> > > > “mid point” of the  
> > > > course because the  
> > > > whole model of  
> > > > behavior – of  
> > > > skilled behavior  
> > > > (control) – has now  
> > > > been described.  
> > > > Starting this week  
> > > > we will embark on  
> > > > the second half of  
> > > > the course, which  
> > > > deals with topics  
> > > > related to how the  
> > > > hierarchy develops  
> > > > and improves  
> > > > (learning, memory  
> > > > and emotion), how it  
> > > > goes wrong  
> > > > (conflict) and how  
> > > > to study it  
> > > > (experimental  
> > > > methods).
> 
> > > >
> 
> > > > ```
> > > > So the assignment for
> > > > 
> > > > ```
> > > > 
> > > > this week is to read Ch.  
> > > > 14, on Learning.  
> > > > Relevant to this chapter  
> > > > is the fine work of  
> > > > Frans Plooij and his  
> > > > late wife Hetty on the  
> > > > development of control  
> > > > during the first year of  
> > > > life (a topic that is of  
> > > > particular interest to  
> > > > me at the moment). The  
> > > > work of the Plooij’s was  
> > > > inspired by the model  
> > > > described in B:CP and is  
> > > > described in their book  
> > > > “The Wonder Years”. If  
> > > > you don’t have it, get  
> > > > it! It will be a great  
> > > > supplement to the  
> > > > discussion of Ch. 14.
> 
> > > > Best regards
> 
> > > > Rick
> > > > 
> > > > ```
> > > > --
> > > > 
> > > > Richard S.
> > > > 
> > > > ```
> > > > 
> > > > Marken PhD
> > > > 
> > > > ```
> > > > rsmarken@gmail.com
> > > > 
> > > > [www.mindreadings.com](http://www.mindreadings.com/)
> > > > 
> > > > ```
> 
> > >
> 
> > ```
> > --
> > 
> > Richard S. Marken PhD
> > 
> > rsmarken@gmail.com
> > 
> > [www.mindreadings.com](http://www.mindreadings.com/)
> > 
> > ```
> 
> >