v.1.0.1 minor stylistic changes, no content changeThis work presents a unified theoretical account of learning grounded in the concept of Relational Responding as a single, continuous behavioral process. Building on One-Factor Theory, interbehavioral field perspectives, and contemporary developments in Relational Frame Theory, the manuscript traces the evolution of learning from reflexive coordination through classical and operant conditioning, generalized operants, nested relating, and arbitrarily applicable relational responding (AARRing). Rather than treating these phenomena as distinct mechanisms, the text argues for functional continuity across evolutionary and developmental levels, showing how increasing behavioral flexibility emerges through expanding relational scope and recursive organization. Learning is conceptualized as participation within a relational field, organized by two inseparable functional acts: (a) relating events, and (b) responding according to the relating. The document is intended as a standalone conceptual synthesis and theoretical framework. It does not present new empirical data but reorganizes existing behavioral findings into a coherent evolutionary architecture, offering a foundation for future empirical research, theoretical refinement, and applied work in behavioral science. This document is a conceptual V1.0 intended to clarify a continuity problem between classical conditioning, operant conditioning, and relational responding. The philosophical hinge motivating this analysis is not treated as complete. The document exists to provide context for empirical questions, particularly concerning whether and when an organism’s own behavior must function as a discriminable event for operant learning to occur.
Richard Christiaan Wouter van Romunde (Thu,) studied this question.