 So let's look at how some of this occurs. So what we've got on this slide, this is a four line stunt kite on the left. I happen to own both of these in my pictures, but these are some kites that fly. I'm one of those geeky folks that fly fun kites. Anyway, so you've got a four line stunt kite on the left and a two line stunt kite on the right. When you're trying to fly these things, there's a considerable amount of similarity between the flight. So we'll look at the little psycho on the right here. And with a two line kite, if you want the kite to fly right, you pull with your right hand. If you want to fly left, you pull with the left hand. And that's pretty similar. That's pretty straightforward. And with a four line stunt kite, you can pull, but it will only work for a little bit. So if I pull with my right hand, it'll kind of pull the kite to the right. It won't fly it to the right like you could do by twisting. But there is some similarity of responses there. Specifically, what's happened here is that when I first started flying competition kites years and years ago when I was a kid, I had somebody teach me how to do the two line stuff. And I was at what, I didn't go to flight school or anything like that. But I knew somebody that was a flyer and they taught me some of the tricks and some of those things to do. And when I then moved on to a four line kite, I didn't have to learn those same tricks. So yeah, two procedures here. Like I was saying that I've been taught specifically how to fly a two line kite, but I kind of got bored with that after several years. So I decided to get into this four line kite stuff. So there's some similarity in responses here. And so I was never taught explicitly how to fly the four line, but I was the two line. So they're not exactly the same, but a lot of the physical responses, the pulling and things like that, the position that you need to have your arms in, the position that your legs are in, and your back and all that stuff are the same. So that makes it, it kind of gets it going. It gets that response to nullization going. And then shaping takes care of the rest, right? So the time that it takes to shape up that appropriate response is dependent on the similarity of those responses. So I've actually been flying four line kites for about, oh gosh, probably be 10 years now. And I still don't have that one mastered. And of course I don't do it very often. But the idea is that if they were more similar, it would be quicker. I've flown several two line stunt kites, and even though one's faster or slower or more responsive or less responsive than the other, the procedures are generally speaking the same. So then you learn how to be proficient with one kite quicker than another. So for example, the one you see there, the one on the right, that's called a psycho. And it's unbelievably responsive and unbelievably fast. And the one I was on before that was much smaller, it was slower, it was a nice little kite, but it didn't do all the things that this one does. But it only took me a couple of weeks to adjust to that new kite. That's because there were both two lines, the similarity of the response was the same. You just had to tweak a couple of things, and that's that shaping. But the four line stuff, oh, it's a whole different world. Bakura though. All right, let's keep going. More stuff, right? Response classes, right? Responses can be very different, right? But part of that, ooh, what the heck's going on there? Let's try that again. All right, so the responses can be very different, but part of that class, right? But they're all part of a response class. So flying a kite, they're all that same response class, and there's something similar about it, the concept is similar. So we've got the two line, the four line, and that gigantic thing down there in the middle, which you can see the guy actually sitting down in order to fly it, using his entire weight. So there's a lot of differences in terms of the little individual behaviors, but the outcome is all the same, right? It's a response class, it's producing the same thing. And then you also have the Afghan style kite down below, which I later got a chance to learn to try and fly, right? Which was a challenge, because that was a single line, and you do fly those completely differently than you fly the other styles. And what Skinner was talking about, when he talked about those, the three-term contingency, wasn't just one individual behavior. He was really talking about classes of general kite flying has been reinforced. And he's right, I've tried all those kites. I like the top two much more than the bottom two, but I really don't like flying the ones in the middle, because they pick you up and carry you down the field. But the Afghan single-line fighting kite, as they call it, that one was, it was fun, it was a challenge, it was hard to do, but it was fun. So that seems to be reinforcing. And interestingly enough, in the future, if there's a new kite that comes out, or I see somebody doing something, I'm gonna be happy to try it. I'm never gonna try that kite bug-y-ing thing. That's a whole different thing, and it's not really the response class of kite flying. That's going fast on land while being powered by air. So no thanks, but you get the idea, right? So these response classes that all get you to that same outcome or what's being reinforced, not just the individual little behaviors, but those individual little behaviors are being shaped up as well with each new stimulus. So with the two-line kite, or the four-line kite, or the big paraffoil down there, or the Afghan kite. But in general, the kite flying has been reinforced, and I'm very likely to do that in the future. All right, let's look a little bit more about those response classes, and let's talk about functionally equivalent responses. These are responses that produce that exact same outcome, the same consequence even though they're different. Again, the picture is of the screw, you can screw that screw in in many different ways, right? You can use a screwdriver, you can use a coin, you can use a knife, you can use a fork, you can use a piece of metal, you can use all sorts of things, right? It gets you to that same outcome, right? And that is what then gets reinforced, is that any one of those behaviors may work, and you're gonna reinforce any of the functionally equivalent responses with that particular outcome. So as you use those tools, you learn that, hey, maybe something else will work here too, and that's okay. That's functional equivalence, as we say. When you reinforce that things, you start to create behavioral momentum, right? So if we're reinforcing using a screwdriver, that's also going to produce this behavioral momentum towards, it'll kind of stick around in terms of any behavior I can do to get that same outcome, right? So if I need to screw in a screw, I know what generally needs to happen, and I will use anything to make that happen, be that a penny or a knife, I'll still make it work, right? So that's the behavioral momentum. Now I've been able to do it in the past, I'll continue to do it in the future. Oh, I keep hitting the wrong button. It's kind of funny.