Conflict
In a hierarchy of interacting control systems, different systems at one level can send conflicting goals to one lower system. When two systems are specifying different goals for the same lower-level variable, they are in conflict. Protracted conflict is experienced by human beings as many forms of psychological distress such as anxiety, obsession, depression, confusion, and vacillation. Severe conflict prevents the affected systems from being able to control, effectively destroying their function for the organism.
Higher level control systems often are able to use known strategies (which are themselves acquired through prior reorganizations) to seek perceptions that don't produce the conflict. Normally, this takes place without notice. If the conflict persists and systematic "problem solving" by higher systems fails, the reorganization system may modify existing systems until they bypass the conflict or until they produce new reference signals (goals) that are not in conflict at lower levels.
When reorganization results in an arrangement that reduces or eliminates the error that is driving it, the process of reorganization slows or stops with the new organization in place. (This replaces the concept of reinforcement learning.) New means of controlling the perceptions involved, and indeed new perceptual constructs subject to control, may also result from reorganization. In simplest terms, the reorganization process varies things until something works, at which point we say that the organism has learned. When done in the right way, this method can be surprisingly efficient in simulations.
Read more about this topic: Perceptual Control Theory
Famous quotes containing the word conflict:
“Children in home-school conflict situations often receive a double message from their parents: “The school is the hope for your future, listen, be good and learn” and “the school is your enemy. . . .” Children who receive the “school is the enemy” message often go after the enemy—act up, undermine the teacher, undermine the school program, or otherwise exercise their veto power.”
—James P. Comer (20th century)
“Another danger is imminent: A contested result. And we have no such means for its decision as ought to be provided by law. This must be attended to hereafter.... If a contest comes now it may lead to a conflict of arms. I can only try to do my duty to my countrymen in that case. I shall let no personal ambition turn me from the path of duty. Bloodshed and civil war must be averted if possible. If forced to fight, I have no fears from lack of courage or firmness.”
—Rutherford Birchard Hayes (1822–1893)
“There is no prescribed method for resolving every specific conflict a mother has with her child, and there is certainly no method that will enable her to have exactly what she wants....There is, however, a larger goal, which is to establish and over-all climate of reasonableness, one in which she and her child can hear each other.”
—Elaine Heffner (20th century)