coercion concurrance

[From Bruce Nevin (980702.1055 EDT)]

Bill Powers (980701.2036 MDT) --

How about: Coercion is using physical force or the threat of it to make
another person appear to behave in a certain manner.

No problem. It neatly captures both senses of "behave." It also captures
how the victim may satisfy the appearance of compliance, the letter vs. the
spirit of the law.

Ah, an agreement.

The fact that the subordinate control system's actions would otherwise be
different follows from PCT.

We probably should have stopped there, and let the rest go by. Perhaps
that's the thing to do now, until we can talk face to face in Vancouver.

Still, a misunderstanding beckons ...

Here, you are arguing in support of what I have been saying. The victim is
still controlling a perception--behaving--only without being able to reduce
error because of currently overwhelming disturbances. THEREFORE the coercer
is NOT controlling the victim's behavior. The coercer is controlling the
position of the victim's hand, much as he might control the position of a
book or a shoe.

So, by your reasoning, there is no relevance in the fact that the victim
considers the position of his hand the variable he is trying to control. As
soon as the coercer takes control of it, the coercee is no longer
controlling it. So there is no conflict, and no coercion (that is, the
coercer is NOT making the coercee do something against his will, but is
instead doing it FOR the coercee).

I have a hard time making sense of that.

No wonder. But look back at the second sentence of mine that you quoted. I
said the victim is still controlling that perception. That's the behavior
that the coercer can't control.

One last bit led me to something about the relation of coercion and
punishment:

I'm trying to describe a situation in which you find
that there is only one way you CAN behave, with any attempt to behave
otherwise meeting with insuperable counterforces. Once you have experienced
those counterforces, nobody needs to threaten you with them. You know
they're there. You may continue to try to overcome them, or give up. But
either way, you've been coerced.

The coercer becomes for the victim then as though an inanimate source of
insuperable disturbance, an obstruction in the environment. Attempting to
move the hand in a different way is like attempting to move it through a
wall or a desktop.

But a wall or a desktop is inanimate. The victim perceives that a control
system is responsible for the insuperable counterforces. The control
systems that the victim remembers had variable motivations, behavioral
outputs, and attention. The victim's reference perceptions for interactions
with other control systems reflect this variability. The victim may
periodically test the limits imposed by the coercer. Unless infractions are
punished, which is an additional matter. When a threat is involved, a
different situation from that which you describe, the threat is usually of
punishment.

Punishment is not necessary for coercion to work (though to the victim some
forms of coercion may be punishment enough). Coercion is necessary for
punishment to work.

Punishment I take to be infliction of pain (with some moralistic purpose,
but set that aside, a bit tangled). Punishment relies on coercion. The
victim must be coerced to remain in the appropriate state to receive it for
the duration of its administration. A child sent to bed without supper must
be kept from escaping to eat elsewhere.

Punishment is always used with a negative injunction--"Don't do that!" It
couldn't be used in the affirmative. It's not hard to see why. It
presumably forces reorganization. The results are unpredictable, but the
expectation of the punisher is that the results will be different from what
led to the punishment. Coercion may be either affirmative or negative,
either "Do this!" or "Don't do that!"

"Or the threat" is the part of your definition where I still demur a bit,
but I think maybe I can clear that up now.

The at-one-remove thing that you call coercion and I call threat depends
upon a threat of punishment. That's the worker being cautious about goofing
off (as long as he "appears to behave in a certain manner" he's OK) under
threat of losing his job, which to him is a painful prospect. That's the
claim (hotly denied) about RTP teachers.

The compliance that you describe above, in which "there is only one way you
CAN behave, with any attempt to behave otherwise meeting with insuperable
counterforces," is in principle no different from navigating around
physical obstacles in the environment, though the fact that another control
system is the author of the insuperable counterforces does open up other
possibilities for the victim, e.g. the perception that the coercer should
do differently, might become negligent, might be persuaded, should be
punished by one's big brother, etc. I agree with you that compliance in
this case is not due to threat. Whatever it is that underlies the "giving
up" that was denominated the "universal error curve" could be all that is
going on here. The counterforces are unsuperable, and the victim stops
trying to resist them.

Hmm. "Give me the strength to control the perceptions that can be
controlled, the courage to relinquish control of those that can't and try
something else, and the wisdom to know the difference." Nah. Doesn't have
the ring of old John Chrysostom's original. It'll never catch on.

[From Bill Powers (980702.1116 MDT)]

Bruce Nevin (980702.1055 EDT)--

So, by your reasoning, there is no relevance in the fact that the victim
considers the position of his hand the variable he is trying to control. As
soon as the coercer takes control of it, the coercee is no longer
controlling it. So there is no conflict, and no coercion (that is, the
coercer is NOT making the coercee do something against his will, but is
instead doing it FOR the coercee).

I have a hard time making sense of that.

No wonder. But look back at the second sentence of mine that you quoted. I
said the victim is still controlling that perception. That's the behavior
that the coercer can't control.

When you say the victim is still controlling that perception, do you mean
the perception of the variable that the coercer is now controlling, so the
coercee isn't controlling it any more? Or are you using this as shorthand
for saying "still concerned with controlling this perception, in order to
control something else, but at the moment unable to do so?" As you are
putting it, you're saying that the victim is still controlling the
perception that the victim is no longer able to control because the coercer
is controlling the variable on which the perception depends. A contradiction.

One last bit led me to something about the relation of coercion and
punishment:

A retroactive note: this is THE key idea.

I'm trying to describe a situation in which you find
that there is only one way you CAN behave, with any attempt to behave
otherwise meeting with insuperable counterforces. Once you have experienced
those counterforces, nobody needs to threaten you with them. You know
they're there. You may continue to try to overcome them, or give up. But
either way, you've been coerced.

The coercer becomes for the victim then as though an inanimate source of
insuperable disturbance, an obstruction in the environment. Attempting to
move the hand in a different way is like attempting to move it through a
wall or a desktop.

Yes, so it seems to the coercee who isn't aware that a person is
responsible for the difficulty. Most of the time, I think the coercee knows
who is responsible -- it's pretty obvious.

But a wall or a desktop is inanimate. The victim perceives that a control
system is responsible for the insuperable counterforces. The control
systems that the victim remembers had variable motivations, behavioral
outputs, and attention. The victim's reference perceptions for interactions
with other control systems reflect this variability. The victim may
periodically test the limits imposed by the coercer. Unless infractions are
punished, which is an additional matter. When a threat is involved, a
different situation from that which you describe, the threat is usually of
punishment.

Yes, extra pain. You can hurt yourself pushing as hard as you can against
an immovable constraint. But it's not necessary. Most experimenters
conclude that administration of punishment is a poor way to get compliance.
You can make the victim desist from some behavior, but you can't predict
what behavior will take its place. Implacable coercion is enough in itself,
if you're patient.

Punishment is not necessary for coercion to work (though to the victim some
forms of coercion may be punishment enough). Coercion is necessary for
punishment to work.

Agree. You have to have enough physical power to keep the victim present
and passive while you administer the punishment.

Punishment I take to be infliction of pain (with some moralistic purpose,
but set that aside, a bit tangled). Punishment relies on coercion. The
victim must be coerced to remain in the appropriate state to receive it for
the duration of its administration. A child sent to bed without supper must
be kept from escaping to eat elsewhere.

Now we're cooking.

Punishment is always used with a negative injunction--"Don't do that!" It
couldn't be used in the affirmative. It's not hard to see why. It
presumably forces reorganization. The results are unpredictable, but the
expectation of the punisher is that the results will be different from what
led to the punishment. Coercion may be either affirmative or negative,
either "Do this!" or "Don't do that!"

I've seen punishment administered in the hope of achieving a positive result:

"Apologize to your sister!" (WHACK).

"No, I won't!"

"Apologize now!" (WHACK, WHACK).

And so on until the defiance disappears and through the tears comes

"I'm sorry, I'm sorry, please don't hit me any more."

I think that behaviorists classify this as negative reinforcement: the
withdrawal of a noxious stimulus upon performance of some specific behavior.
Only of course it's really just a form of torture: administer the noxious
stimulus until you get the behavior you want. How you frame the events
makes a great deal of difference.

"Or the threat" is the part of your definition where I still demur a bit,
but I think maybe I can clear that up now.

The at-one-remove thing that you call coercion and I call threat depends
upon a threat of punishment. That's the worker being cautious about goofing
off (as long as he "appears to behave in a certain manner" he's OK) under
threat of losing his job, which to him is a painful prospect. That's the
claim (hotly denied) about RTP teachers.

The compliance that you describe above, in which "there is only one way you
CAN behave, with any attempt to behave otherwise meeting with insuperable
counterforces," is in principle no different from navigating around
physical obstacles in the environment, though the fact that another control
system is the author of the insuperable counterforces does open up other
possibilities for the victim, e.g. the perception that the coercer should
do differently, might become negligent, might be persuaded, should be
punished by one's big brother, etc. I agree with you that compliance in
this case is not due to threat. Whatever it is that underlies the "giving
up" that was denominated the "universal error curve" could be all that is
going on here. The counterforces are unsuperable, and the victim stops
trying to resist them.

I can go along with most of that. I very much like the statement that your
analysis now makes possible: the RTP method is coercive but not punitive.
That is a very tricky tightrope to walk; perhaps the chief claim to fame
that Ed Ford has is that he has found a way to avoid falling off it. He
forces the children to accept the "choice" of following the rules or going
to the RTC. But he does it without relying on punishment -- causing harm to
them, as he wisely puts it. I think that is one of the secrets of his
success. You HAVE to remove the disruptors from the classroom quickly and
without fail; this is what allows the teachers to teach and the learners to
learn 90% of the time instead of 10% of the time. But by doing this in a
non-punitive manner, with respect and without recrimination afterward, you
allow the greatest possible (under the circumstances) freedom to the will
of the student. And of course you also, in the RTC, use the full power of
PCT to teach children how to go up a level, how to modify goals and actions
so as to avoid future confrontations and still get -- almost all of -- what
they want. This reduces even the residual amount of time taken away from
teaching and learning when the RTC veterans are once again back in class
(and are welcomed).

I think the argument is winding down now. A traumatic episode, for me.
Thanks for a critical contribution.

Best,

Bill P.

[From Bruce Nevin (980702. EDT]

Bill Powers (980702.1116 MDT)--

When you say the victim is still controlling that perception, do you mean
the perception of the variable that the coercer is now controlling, so the
coercee isn't controlling it any more? Or are you using this as shorthand
for saying "still concerned with controlling this perception, in order to
control something else, but at the moment unable to do so?" As you are
putting it, you're saying that the victim is still controlling the
perception that the victim is no longer able to control because the coercer
is controlling the variable on which the perception depends. A contradiction.

This is indeed the sticky part. This is the reason we keep getting thrown
into pre-PCT meanings of "behavior" and "control". A variable in the
environment is participating in two autonomous control loops, but one of
them has usurped it from the other. (In more balanced conflict each of them
deprives the other of some ability to control it.) We want to be able to
say that the subordinate one continues trying to control the variable until
it gives up, and that this "trying to control" is its behavior, hidden from
the observer (at least with respect to the contested variable) by the
successful control of the dominant one. We're stuck with a choice: admit a
kind of behavior in which control actually fails, or admit a kind of
behavior that is caused by forces coming into the organism from the
environment. This is why I have been so adamant about coercion not being
the control of another's behavior. First, those forces are behavioral
outputs in the dominant system's control loop, and the observed "behavior"
of the inanimate environment variable (there's the 3rd sense of "behavior"
that has confused things) results from those forces according to the
dominant system's control. Second I really think a linear-causative kind of
"behavior" caused by environmental forces impacting the organism is a bad
idea that should be eradicated. Allowing that
behavior-as-control-of-perception continues even when error cannot be
reduced, during the window before the organism gives up trying, seems to me
to be the lesser evil.

Punishment is always used with a negative injunction--"Don't do that!" It
couldn't be used in the affirmative. It's not hard to see why. It
presumably forces reorganization. The results are unpredictable, but the
expectation of the punisher is that the results will be different from what
led to the punishment.

I've seen punishment administered in the hope of achieving a positive result:

"Apologize to your sister!" (WHACK).

"No, I won't!"

"Apologize now!" (WHACK, WHACK).

And so on until the defiance disappears and through the tears comes

"I'm sorry, I'm sorry, please don't hit me any more."

And then "Say it to her like you mean it!" Yes, familiar. It's like a
double negative. "You didn't apologize." (WHACK). The punishment still says
"Don't do that!", but "not apologize" is what is proscribed.

I can go along with most of that. I very much like the statement that your
analysis now makes possible: the RTP method is coercive but not punitive.
That is a very tricky tightrope to walk; perhaps the chief claim to fame
that Ed Ford has is that he has found a way to avoid falling off it. He
forces the children to accept the "choice" of following the rules or going
to the RTC. But he does it without relying on punishment -- causing harm to
them, as he wisely puts it. I think that is one of the secrets of his
success. You HAVE to remove the disruptors from the classroom quickly and
without fail; this is what allows the teachers to teach and the learners to
learn 90% of the time instead of 10% of the time. But by doing this in a
non-punitive manner, with respect and without recrimination afterward, you
allow the greatest possible (under the circumstances) freedom to the will
of the student. And of course you also, in the RTC, use the full power of
PCT to teach children how to go up a level, how to modify goals and actions
so as to avoid future confrontations and still get -- almost all of -- what
they want. This reduces even the residual amount of time taken away from
teaching and learning when the RTC veterans are once again back in class
(and are welcomed).

Yes, that is a nice resolution, I think. Remains to be seen what the RTP
practitioners think of it.

I think the argument is winding down now. A traumatic episode, for me.

I'm guessing that you have some pretty strong feelings about coercion,
abuse of power, and so on. For whatever ways I have helped make this
conversation traumatic, I apologize. That was never my intent for anyone.

  Bruce Nevin

[From Rick Marken (980702.1930)]

Bruce Nevin (980702. EDT) --

We're stuck with a choice: admit a kind of behavior in which
control actually fails, or admit a kind of behavior that is
caused by forces coming into the organism from the environment.

Ah. You were fighting to avoid a non-problem. Any PCTer will
"admit", faster than you can say "I can't keep this damn cursor
on target", that there are "kinds of behavior" in which control
actually fails. _Control_ isn't a yes/no proposition; it's a
continuous variable. If you measure control using the stability
measure, for example, as I do in my "Nature of Control" demo at

http://home.earthlink.net/~rmarken/demos.html

you will see that the level of control can vary all the way
from non-existant (stability measure of 1.0) to very high.
There is nothing wrong with admitting "a kind of behavior in
which control actually fails". People are losing control --
to one degree or another-- all the time. PCT explains why
it happens.

Allowing that behavior-as-control-of-perception continues even
when error cannot be reduced, during the window before the organism
gives up trying, seems to me to be the lesser evil.

You don't have to "allow" it; it just happens. Look at the
spreadsheet model; the victim keeps controlling perception --
though the measure of control would be _very_ low. Recognizing
the fact that the victim of coercion is controlling his perception
is not the lesser of two evils; it's not evil at all. It's just
the correct way to look at the behavior of the coercee. In fact,
coercion is such a pain in the ass for the coercee because he
_can't_ control the perception he wants to control anywhere
near as well as he'd like.

Best

Rick

ยทยทยท

--
Richard S. Marken Phone or Fax: 310 474-0313
Life Learning Associates e-mail: rmarken@earthlink.net
http://home.earthlink.net/~rmarken/