discussion, sui generis, games

[From Rick Marken (980408.1420)]

Jeff Vancouver (980408) --

OK. You have, indeed, talked about control of input and the
The Test in you publications. Much of what you say is wrong.
But I have to admit that you do talk (albeit briefly) about
these things so _bravo_ for that.

Me:

But you don't clearly state the essential difference between PCT
and other theories of psychology; other theories of psychology
represent behavior as _caused by_ input; PCT represents behavior
as the _control of_ input. Other theories of psychology are tested
by determining whether particular inputs cause behavior; PCT is
tested by determining whether particular inputs are controlled
by behavior.

Jeff Vancouver (9804081500 est) --

That is a distinction that you think exists, not me.

Many people besides me (Tom B., Bill and Mary P, Phil R. for
sure but I believe there are several others) think that this
distinction not only exists but that it is, indeed, essential.
I think it would really be great if you could help us -- especially
Bill P., the developer of PCT, who labors under the illusion
that this distinction most certainly _does_ exist -- understand
why you think this distinction does not exist. Most of the
demos at my site show that this distinction _does_ exist and
that it _matters_. Could you please provide some evidence to
support your convinction that the distinction I draw between
PCT and all other theories of psychology does _not_ exist. Thanks
bunches.

I have convinced her to use "the test" and the algorithm in your
demos to test some of her ideas (that is why I asked for the
algorithms). It will likely be awhile before I have anything
to report

Great. I'll look forward to hearing about it.

Bruce Gregory (980408.1600 EST) --

In his heyday, Werner Erhard used to say that people only play
one game -- win-lose, right-wrong, dominate-avoid being
dominated.

People who are in conflict seem to be playing this game. But people
are not always in conflict. The only game people are playing is
control of perception. They can play it independently (as when they
tie their shoes, type a post, write a program, etc) or inter-
dependently (as when they make love, play tennis, make a cathedral
or make conversation). Interdependent control can be cooperative
(which it seems to be almost all the time) or conflictive (which
it is occasionally). Conflictive interdependent control is surely
the most noticeable kind since it produces chronic error in the
parties involved. This is probably why Erhard concluded that conflict
(the win- lose games) is the only game in town. It's not. The only
game in town is control of perception.

Best

Rick

···

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

[from Jeff Vancouver 980408.1013 EST}

[From Rick Marken (980408.1420)]

OK. You have, indeed, talked about control of input and the
The Test in you publications. Much of what you say is wrong.
But I have to admit that you do talk (albeit briefly) about
these things so _bravo_ for that.

Am I to assume that the things you think I say that are wrong are not the
quotes I posted? For when you say I say something wrong, I want to be sure
that I am not mis-representing PCT. If by wrong you mean that because I
talk about models other than PCT, and those models are wrong in your mind,
that is not "wrong" unless I am misrepresenting those models. Forgive me,
but I am not interested in whether you think I am misrepresenting the other
models unless you can provide evidence that you can adequately represent
them. If by wrong you mean that my opinions about the connections between
the models I discuss and PCT do not match your opinions, well then we are
in the land of opinions (unless I am misrepresenting YOUR opinion, then let
me know). If by wrong you think that what I have said about the
reorganization process is wrong, well we are talking about the edge of
investigation. Counter opinions about the interpretation of results are
welcome (provided they are constructive).

If by wrong you are refering to my use of the term "cause," I put that in
the opinion category. Below I reproduce much of what I said about cause.

Rick:

But you don't clearly state the essential difference between PCT
and other theories of psychology; other theories of psychology
represent behavior as _caused by_ input; PCT represents behavior
as the _control of_ input. Other theories of psychology are tested
by determining whether particular inputs cause behavior; PCT is
tested by determining whether particular inputs are controlled
by behavior.

Jeff Vancouver (9804081500 est) --

That is a distinction that you think exists, not me.

Many people besides me (Tom B., Bill and Mary P, Phil R. for
sure but I believe there are several others) think that this
distinction not only exists but that it is, indeed, essential.
I think it would really be great if you could help us -- especially
Bill P., the developer of PCT, who labors under the illusion
that this distinction most certainly _does_ exist -- understand
why you think this distinction does not exist. Most of the
demos at my site show that this distinction _does_ exist and
that it _matters_. Could you please provide some evidence to
support your convinction that the distinction I draw between
PCT and all other theories of psychology does _not_ exist. Thanks
bunches.

I have been down that route and have reorganized my gain (I think) such
that I will not engage. After all, it involves changing another's (several
others) perceptions in order to get my perception controlled (you rejected
even that description). The difficulty of doing that prompted (caused?)
reorganization of my systems.

Nonetheless, this is what I have written about cause as it relates to the
negative feedback model.

" Primary among these other grand theories was cybernetics (Rosenblueth,
Wiener, Bigelow, 1943; Rosenblueth, Wiener, 1950; Wiener, 1948).
Cybernetics drew upon an idea that was proving useful in engineering, the
negative feedback loop (see Figure 1). In Wiener's (1948) model, the input
to the system is some reference signal determined by an engineer or user
from which is subtracted any feedback of the output of the system.
Depending on the difference of the feedback from the reference signal, an
error is magnified (or not) in a compensator, which engages an effector,
which causes the output, which is fed back, etc. Thus, by monitoring the
results of its own output, the system can regulate that output."

As I have said before, it seems consistent with the causal loop idea that
one can speak of the direction of causality in arcs of the loop. The
direction of the loop is one way, correct?

I also talk about causality in terms of reorganization. Again, from my
chapter:

"It is important to understand that not just any error will cause the
internal unit to engage (i.e., to cause the action unit's output function
to reorganize). A well-functioning control system might experience a great
deal of error during normal operation (e.g., the thermostat in your home).

"The mode that I have been describing up to this point is the behaving
mode. Information about the current state of the environmental variable
comes from the environment. Information about subgoals needed to determine
muscle tensions that cause action on the environment are sent down the
hierarchy to the muscles and, thus, to the environment (barring the
introduction of neurochemical blocking agents).

"Actually, the students in the regular cup condition were trying to get the
liquid into their mouths, but the subgoals (i.e., output functions)
required to do that were well practiced and nothing in the environment
caused the discrepancies in any of the subsystems to go out-of-tolerance. "

and from the Behavioral Science paper:

"Changes to the observed speed, caused by a hill for instance, or changes
to the desired speed, caused by a change in the speed limit or spotting a
highway patrol car, will cause a change in foot behavior in terms of the
amount of gas applied to the engine. Depending on the efficiency of the
human system, one should expect to see little variance in the speed of the
car provided the desired speed does not change.

Disturbances to its perceptions of the current level or changes to the
desired level will cause changes in outputs by the organization."

These are consistent with my opinion of the term cause. It may be true
that it is inconsistent with yours, Bill's, Phil's and others, but it is
not inconsistent with a great deal of the audience of my chapter (I
believe). I have read much of the work of the people on this net. Phil's
on this topic is probably the most thorough in his book. I like the book.
Think it makes a lot of good points. And I think it carries the argument
too far. That is my opinion.

Now here is what I have said about, at least Bill's possible opinion on my
conjectures regarding the reorganization system (he has yet to respond one
way or another):

from self-regulation:

" Thus, reorganization of a higher-level output function involves two
processes. It randomly changes the output function and it puts lower-level
units in thinking mode, so that the reorganized function can be tested.
This description goes beyond Powers and, if my mental model of him is
correct, would evoke much wrath from him. First, I am going well beyond
the working models of the theory and data created to date. Second, I am
articulating the use of mental models in creating perceptions and
suggesting that this process runs in serial. Powers (1991) points out that
because these mental models are so likely flawed, and that parallel
processing is much more efficient, the system can much more effectively
interact on-line in parallel with real-time data.
        My response is that his second point results from the first. That is, in
the lower levels, which are the only ones modeled and tested to the rigor
Powers and his group require, it is very difficult to see much merit in
using models to predict environmental states, or in operating in serial.
The system can receive information and act very rapidly, simply, and
simultaneously to disturbances to the variables (Marken, 1992). There is
no need for models of those disturbances, or models of the likely effects
on the environmental variables of setting subgoals at certain levels.
However, my guess is that at higher levels this is not true and that until
we develop, and test working models of those levels it seems that the kind
of thinking that I am talking about nicely conforms to a great deal of
research in psychology (Austin & Vancouver, 1996), especially on decision
making (Beach, 1990; Newell, 1990)."

Thus, I am absolving PCT (as represented by you and Bill) of my opinions.
Now I do not talk about cause directly in this absolution. That is mostly
because I have not figured out how your understanding of cause conflicts
with mine, such that describing the difference is beyond me.

P.S. It would be nice if I did not have to refer to my mental model of
Bill. It would be easier if Bill just trashed it here on the net, then I
could cite him directly instead of the virtual Bill in my mind.

Sincerely,

Jeff

···

from My self-regulation chapter:

[From Rick Marken (980409.1230)]

Jeff Vancouver (980408.1013 EST} --

Am I to assume that the things you think I say that are wrong
are not the quotes I posted? For when you say I say something
wrong, I want to be sure that I am not mis-representing PCT.

Jeff, you have been on the net for some time and you know that
Bill, Mary, myself and others have not hesitated to point out
flaws in your understanding of PCT. I can't really remember a
time when you delt with these corrections and suggestions as
anything other than a disturbance. If you want to learn PCT then
just start learning it and stop defending against it.

Jeff Vancouver (980409.1510 EST) --

The statements that open this post...are behaviors that might
come about because the person does not want to learn PCT (or
whatever), or because the desire (level/gain) is so strong that
when the student considers ideas beyond the instructor, the
instructor's response creates a perception in the student that
produces the statement in question.

OK, Jeff. You're way beyond us. I guess you'll just have to
wait until we catch up. As it sits, your ideas are so far
beyond me that they just look like elementary mistakes.

Best

Rick

···

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

[from Jeff Vancouver 980409.1621 EST]

[From Rick Marken (980409.1230)]

Jeff Vancouver (980408.1013 EST} --

Am I to assume that the things you think I say that are wrong
are not the quotes I posted? For when you say I say something
wrong, I want to be sure that I am not mis-representing PCT.

Jeff, you have been on the net for some time and you know that
Bill, Mary, myself and others have not hesitated to point out
flaws in your understanding of PCT. I can't really remember a
time when you delt with these corrections and suggestions as
anything other than a disturbance. If you want to learn PCT then
just start learning it and stop defending against it.

I can understand if you are tiring of my inquiries, but I am not seeking to
find my misunderstandings with regards to the posts on the self-regulation
chapter. I am seeking to find my misrepresentations. Presumably a writer
could be completely ignorant of the topic to which he or she writes will
still writing correctly on that topic (Searle's chinese room?). I am
seeking to be like a reporter. I am trying to report the story, not make
it (well, okay, I am given a lot of commentary, but the parts that are
suppose to represent so-and-so ought to represent so-and-so).

Jeff Vancouver (980409.1510 EST) --

The statements that open this post...are behaviors that might
come about because the person does not want to learn PCT (or
whatever), or because the desire (level/gain) is so strong that
when the student considers ideas beyond the instructor, the
instructor's response creates a perception in the student that
produces the statement in question.

OK, Jeff. You're way beyond us. I guess you'll just have to
wait until we catch up. As it sits, your ideas are so far
beyond me that they just look like elementary mistakes.

Boy did you miss the point. None of us have the "truth-ball." One does
not know whether the instructor or the student is the "correct" one.
Indeed, it is probably reasonable that the instructor will be more correct
than the student most of the time. Further, the student owes it to the
instructor, I believe, to hear the instructor out, try to work through the
problems, etc. I am at this very moment working on the asymmetry issue
that I asked about and Bill P. answered. He gave me a cite in one of his
writings. I pulled it off the shelf, for I have read and have on my
shelves most of the writings by the master and much from his key students,
read the pages, and am now puzzling over them (and playing with what they
mean in a simulation).

By the way, when we say we have genuflected before the alter of PCT we are
not trying to impress you with our faith. We are trying to indicate that
we have read all your readings, tried your demos, and listened to your
lectures, yet we are still confused. Some of us trust our intelligence
enough to suspect that the confusion _might_ be a sign of a gap in
understanding or a misunderstanding in the implications of the PCT. Bill
P. notes there are many gaps (admitting to misunderstandings of
implications is another matter). Yet, when we try to explore them, we get
chastised by the school master (you, although sometimes Bill, Mary and Tom
when he was around).

Ah but there I go again. I am trying to keep my gain low on this system.
Can we stick to the issue of my chapter?

Sincerely,

Jeff

[From Bruce Gregory (980409.1715 EDT)]

Jeff Vancouver 980409.1621 EST

I can understand if you are tiring of my inquiries, but I am not
seeking to
find my misunderstandings with regards to the posts on the self-regulation
chapter. I am seeking to find my misrepresentations. Presumably a writer
could be completely ignorant of the topic to which he or she writes will
still writing correctly on that topic (Searle's Chinese room?).

Sorry Jeff, but you just pushed one of buttons. Whoops wrong place to say
that. You just disturbed one of the perceptions I am controlling. In my
humble opinion, Searle's Chinese room is ABSOLUTELY BOGUS! I have never
understood how anyone could take it seriously (and many people do,
apparently). It has always been obvious to me that all Searle has done is
"hidden" all the knowledge of Chinese in the tables which tell the person in
the room how to respond to the messages sent into the room. Knowing what we
know about the nature of language, these translation tables would have to
contain an infinite number of entries. (And you know how long it can take to
look through an infinite list!) I stopped taking philosophers seriously when
I realized how many of them take Searle seriously. So I have to conclude
that a writer who is completely ignorant of a topic _cannot_ write correctly
on that topic except by accident. (I don't think you fall into this
category, however.)

Bruce the Obscure

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