The Creation of Style in Generator: An Investigation
Through Behavioral Properties
YUMA AKADO, Faculty of Policy Management, Keio University, Japan
TAKASHI IBA, Faculty of Policy Management, Keio University, Japan

This paper examines how style of Generator is created through using Alexander’s theory of wholeness and centers and the
Behavioral Properties. Behavioral Properties outline how centers strengthen each other in a whole, especially focusing on
the wholeness of human activities. Generator is a characteristic of a person or role that leads the group through an inquiry
process to create new values. To find out how Generator’s style is created, we first used Alexander's theories with
Behavioral Properties to view how Generator enhances wholeness of the collaborative inquiry. Through the investigation,
we found out that Generator enhances wholeness of the inquiry by going through what Christopher Alexander states “thefundamental differentiating process.” As a result, we came to conclude that Generator’s style can be illustrated as a whole
made up of several properties and is continuously updated.
ACM Reference Format:
Akado, Y. and Iba T. 2017. The Creation of Style in Generator: An Investigation Through Behavioral Properties. The 6th
Asian Conference on Pattern Languages of Programs (March 2017), 11 pages.

1. INTRODUCTION
When thinking about collaboration, members take different roles. Some might lead the discussion
by speaking more than others, some might give an insight with one comment right on the spot. In
the long run, a project with a good schedule manager helps the group to be on time for thedeadline. A member with strong leadership can create trust among the members and keep theteam tightly together. Every role we have listed above contributes to the team collaboration invarious ways. We cannot say which role is important than the others, and which one was the mosteffective varies case by case.
We have been examining a characteristic of a person who makes the collaborative inquiry lively,
and named it “Generator” (Nagai, et al., 2016). Just as the word says, their mission is to enhancecollaboration from the inside and create a new value together as a group. What we have been
noticing is that the style of Generator is differs by person, just like the roles stated above. The
behavior Generators show differs by person and the context they are in. If so, how can the creationof Generator’s style be explained?
In order to find out, we used the Behavioral Properties and Christopher Alexander’s several
theories to examine the process Generator goes through to enhance the liveliness of the inquiry
process. From that examination, we have found out that the style in Generator can be illustrated
as a whole made up of several properties and is continuously updated. In what follows, we describe
what Behavioral Properties and Generator are, and continue on with the examination of thefunction Generator carries in an inquiry process. Lastly, we explain how the style of Generator iscreated and are updated following what Alexander states as “the fundamental differentiatingprocess.”
2. BEHAVIORAL PROPERTIESThe liveliness of human activities cannot be understood just by dividing it into parts; collaborativeinquiry is no exception. Every essence matters, and they enhance each other to create wholeness.
Through the investigation, we found the 24 behavioral properties in which centers in humanactivities strengthen each other to create wholeness. Along with the brief description of eachbehavioral property, this section explains what it is about and its difference between Alexander’s
15 geometrical properties.
2.1

Human Activities and Wholeness

When thinking about what makes human activities lively, or “full of life” as Alexander says, theactivity cannot be broken up into parts. For example, successful brainstorming cannot be realized
just by preparing a desk, sticky notes, and few people to work on the task. Even though they all
are components of brainstorming, they relate to each other and make the brainstorming creative.
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Alexander expressed these components as “centers” within a “whole,” and stated that whencenters strengthen each other, it enhances the wholeness of the whole (Alexander, 2002a).
2.2

What it Outlines

The 24 behavioral properties show how centers in a whole strengthen each other to enhance thewholeness. Through creating pattern languages on human activities such as Learning Patterns,
Collaboration Patterns, Presentation Patterns, and Words for Journey, we have been noticing thesimilarity in how patterns enhance the wholeness of that certain activity. That is why we
examined the “behavior” happening in the patterns that enhance the liveliness from several
human activity pattern languages, grouped them under their similarity, and named each group as
properties. “Behavior” is the interaction between centers to strengthen each other or to create
another center, which end up strengthening the wholeness.
As a result, we found the properties that should be seen in the background of human activity
with wholeness (Figure 1). Detailed explanation on the investigation process is written in thepaper we submitted to PURPLSOC 2015 (Iba, et al., 2015a).

Figure 1. Overall View of the 24 Behavioral Properties

2.3

Difference Between the 15 Geometrical Properties and the 24 Behavioral Properties

The relationship between behavioral and geometrical properties can be compared from theviewpoint of a time series. Alexander's 15 geometrical properties outline the liveliness of thestructure at a point in the flow of time (Figure 2). On the other hand, 24 behavioral properties
capture the liveliness of movement occurring through the flow of time (Figure 3).

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Figure 2. Visualization of Alexander’s 15 Geometrical Properties (Iba and Sakai, 2015)

Figure 3. Different wholeness is captured by the properties

For example, an organization is in a good state when the goal of the team or individual
members matches the trend, when each member has their own role, and when they help eachother out. The geometrical properties, ECHOES, and POSITIVE SPACE can capture thisphenomenon. ECHOES is a property where centers generate a larger center by similarity oforientation, and the property POSITIVE SPACE is where adjacent centers are partiallystrengthened in order to strengthen a specific center.
From a different point of view, the team is activated by having and heading towards achallenging attractive goal, and involving cases, information, or people related to the project. Thisphenomenon can be captured by the behavioral properties, ENDEAVOR and INVOLVING.
ENDEAVOR occurs where centers working diligently towards a shining center, and INVOLVING
is where a core center involves new centers that are necessary for strengthening itself, also
strengthening the whole.
This example shows that there are different sets of properties visible from two different
viewpoints, namely: geometrical properties that capture liveliness at a certain time, andbehavioral properties, which express the liveliness of the process of the change in the flow of time.
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Geometrical properties are properties on a plane, showing the structure, and the being of things at
one point in the series of time. Behavioral properties are properties of movement expressed bytime axis, describing movement or how things become another in the transition of time.
Geometrical properties and behavioral properties are not only properties that appear inarchitecture, nature, or in human activity, but also viewpoints for capturing lively phenomena.
Therefore, it is important to examine from both the point of view of structure and motion.
3. GENERATOR
Generator is a characteristic of a person or role in a certain situation, which illustrates someone
who leads a group of people through a process of collaborative inquiry (Nagai, et al., 2016).
However, becoming a leader of a certain group is not enough to become a Generator. What
Generators have to do is to generate stimulus effect among the members of the group to enhancecollaboration and creativity. Generator can be seen as a new style of roles or positions in various
domains, such as facilitators, teachers, or chiefs, aiming to create or enhance collaboration foraccomplishing a challenging inquiry.
3.1

Generators in Various Domain

The characteristics of Generator can be found in inquiries done in groups. The process Generator
and the group go through is similar to what Dewey defined as the process of inquiry. Dewy defines
an inquiry as an observation of an uncertain situation where problem or doubt rise, and a possible
solution suggested and implemented through reasoning (Dewy, 1938).
In case of facilitators of a workshop, he or she as a “Workshop Generator” gets involved further
with the participants (Akado, et al., 2016). Here, workshops are where several people work
together in groups to work on a task, project, or brainstorming for 2-3 hours. In these workshops,
Workshop Generators give opinions just like other participants and facilitate the process at thesame time. Instead of giving out directions to the participants from outside of the circle, Workshop
Generators work together and enhance the collaboration from within. While facilitators tend tostay neutral and focus on supporting the participants (Gottesdiener, 2003), Workshop Generators
give their own opinion just like the others since they work together with the group. So rather thana relationship as “facilitator” and “participants,” it becomes a relationship of “generator” and“members.”
When teachers become a generator, they become more involved in student’s learning process(Shibuya, et al., 2013). Also expressed as “Generative Participants,” teachers actually participate
in the creative activities with the learners, and stimulate learners within the project to promote
their learning. This way, teachers are no longer passing out their knowledge to students wherestudents try to memorize all of them. Instead, teachers and students together think aboutsomething that even teachers do not know, and go through an inquiry adventure.
There is also a generator in a Cocooking situation, which is called “kitchen captain” (Isaku, etal., 2016). This role involves the participants into the cooking process to create collaboration whileleading the cooking process to cook up a good meal and enjoy it together. Kitchen captain should
not be the commander of the kitchen, but rather a head chief who is there for other chiefs when
there is a need.
3.2

The Generator Patterns

In order to capture the behavior of Generators, we created the Generator Patterns (Nagai, et al.,2016). Generator Patterns is a pattern language for people who have the disposition to become aGenerator to become one by starting a project, involving people, and collaboratively engaging in an
inquiry. This includes but is not limited to people with the following characteristics: those whohave a little more curiosity than others, people in a leader-like position, and people who wants tobuild a community. It is a pattern language for this kind of a person to build a team and engage incollaborative inquiries for creativity.
The pattern language consists of 40 patterns that Generators should do to involve others andlead them to create a new value together (Table 1). 40 patterns are categorized into three maingroups; Leader of the Inquiry, Putting yourself Inside, and Releasing the Creativity. Eachcategory itself is an umbrella pattern, holding 12 other patterns that describe the idea in detail.
The patterns are organized into a pyramid style where patterns expressing important concepts areplaced above, and patterns that describe the idea in further detail branch off beneath it (Figure 4).
This way the most important concept of the pattern language stands at the top of the pyramid,
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while patterns, describing more specific concepts are placed near the bottom. This structure is
inspired by Barbara Minto’s principles for logical writing (Minto, 1991). In her book, she explainsthat the human mind naturally organizes information in this pyramid structure whenever we reador listen to any information. By organizing ideas in this way beforehand for the reader, the writing
will meet the desires of the human mind for information.
Table 1. Thumbnail of the Generator Patterns
No.

Pattern Name

Solution0

Generator

Based on your curiosity, conduct adventurous inquiries while involving others into
the process and enhancing their creativity.

1

Leader of the Inquiry

Think of the project as a place to discover new values, and lead members into theinquiry process.

2

Putting yourself Inside

Value your curiosity and put in your ideas or style into the process.

3

Releasing the Creativity

Stimulate members’ thoughts to release the creativity sleeping within them.

4

New Perspective

Lead the group to collaborate and create new concepts or ideas that could change
members’ perspectives.

5

Hidden Connections

Find hidden connections between elements that seem unrelated by highlighting
similarities and thinking analogically.

6

Changing Viewpoint

Throw a question from outside the frame of members to create a new track of
thinking within them.

7

Enlarging Small
Differences

Find small differences in meaning of the word between members and clarify thedifference.

8

Inquiry Tale

Capture each happening during the inquiry as inevitability, and build the process as
if you are weaving a unique story.

9

Supple Plans

Decide few points that you cannot miss in order to successfully complete the inquiry,
and let other steps or events go with the flow.

10

Posting Flags

When something interests you, catch it keep it in your mind even if it was a little
thing or a small event.

11

Meaningful Coincidences

Give meanings to the coincidence as an inevitable event and use it as a hint for
further inquiry.

12

Creating Together

Treasure the fact of being together with the members and aim to create new value
out of the inquiry.

13

Open Thoughts

Put your thoughts into words to share it with the members to organize throughdiscussion.

14

Connecting Thoughts

Pass an idea from one member to another in order to force a mix in ideas.

15

Idea Billboard

Write out all ideas that come up so that they can be revisited later.

16

Original Style

Create your own original style of generating, and with it produce an inquiry that
only you can do.

17

Professional Skills

Make use of your professional knowledge or sense and think from your original
viewpoint.

18

Original Tools

Create original tools or methods that can be used as the framework of inquiry.

19

Character Emphasis

Create unique atmosphere by expressing your original character to the fullest.

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20

Equal Participant

Get involved in the inquiry as one participant equal to all the other member, andactively give your own ideas among the other people.

21

Thorough Discussions

Reach the clear conclusion first with the members riding the flow, and then support
members who were lost.

22

Sharing Intuitions

If something comes up in your mind, don't be worried to share it with the group.

23

Concern Disclosure

Be yourself and honestly disclose that you don t know or understand to make it into
a new topic to discuss on.

24

Creative Disposition

Keep your antennas out for new information, and maintain a creative mind.

25

Overlapping Interests

Find its connection between topics that interests you and make it the point of
curiosity to turn the process into a meaningful one.

26

Hunch of Fun

Only choose and take actions that you can feel the hunch that something interesting
will be discovered.

27

Daily Inquiry

Place topics that interest you in the center and gather information to deepen anddevelop your thoughts in everyday life.

28

Trustful Atmosphere

Listen and understand each member deeply to create a trustful atmosphere where
everyone can freely share their thoughts and feelings.

29

Core of the Mind

Continue the dialogue to help the member bring out the words to express what they
really meant.

30

Faithful Guide

If someone is about to give up, stand by them and think together until they see thefaith.

31

Showing Earnest

Become aware that your attitude affects the atmosphere and be the member who
believes in achieving goal the strongest.

32

Generating Ideas

Stimulate members’ thoughts through asking or responding to them in order tobring out their creativity and freely think about ideas.

33

Showing Interest

Welcome ideas by everyone onto the table by showing genuine interest towards
ideas being shared.

34

Nurturing Ideas

Add thoughts from yourself to develop the idea together with the member.

35

Removing the Frame

Spread the frame members think in by finding the untouched premise and highlightthat as a new topic for discussion.

36

Heartstrings of Curiosity

Find the topic that the participant feels the most interest, or present the interesting
points of the theme that the team is about to explore and raise their motivation.

37

Vigorous Goal

Set an appealing goal that everyone would want to achieve and is worth thechallenge.

38

Leveraging Interests

Pick up on topics that the participants are individually interested in, and show how
it connects to the current theme.

39

Afterward Plans

Think about how the project can extend after it is finished, and prepare for the next
extension

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Figure 4. The Whole of Generator Patterns

While these capture the behaviors of Generators to a certain degree, it lacks in details of how
Generators should act in various domains. That is why the project team has been experimenting
through creating more detailed patterns such as Workshop Generator Patterns and Kitchen
Captain Patterns. In this paper, I will go the opposite examining the role of Generator throughBehavioral Properties.
4. STYLE OF GENERATOR
Based on Alexander’s theories, this section discusses how style in Generator is created and gets
updated. First, we describe how Generators create and enhance wholeness in the inquiry process,which the way they do it becomes a style. Then, we go on to the creation of style in Generator,
using the unfolding process stated by Alexander.
4.1

Role of Generator

In order to understand how style is created in Generators, we first have to understand what
Generator is actually doing from the view of Alexander’s theory of center and wholeness, as well as
the principle of unfolding process and the fundamental differentiating process (Alexander, 2002b).
The principle of unfolding process is a principle that the wholeness of a certain whole isprogressively enhanced and intensified. Alexander states that “According to this principle, thetransformations which occur in the system take whatever wholeness exists at any given instantand continue it and intensify it while, broadly, maintaining its global structure, so that at the next
instant that wholeness is more pronounced; as time goes forward, the wholeness gets progressively
intensified, step by step by step (Alexander, 2002b).”With this principle in the background, Alexander also talks about the existence of fundamental
differentiating process. This is the process where fifteen properties are continuously applied to awhole while creating a whole each and every time. The flow of the process is as follows:(1) At any given moment in a process, we have a certain partially evolved state of a structure. This state is
described by the wholeness: the system of centers, and their relative nesting and degrees of life.
(2) We pay attention as profoundly as possible to this wholeness, its global, large-scale order, both actual andlatent.
(3) We look for the latent centers in the whole. These are not those centers which are robust and exist
strongly already; rather, they are centers which are dimly present in a weak form, but which seem to us
to contribute to or cause the current absence of life and lacking in feeling in the whole.
(4) We then choose one of these latent centers to work on. It may be a large center, or middle-sized, or small.
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(5) We use one or more of the fifteen structure-preserving transformations, singly or in combination, todifferentiate and strengthen the structure in its wholeness.
(6) As a result of the differentiation which occurs, new centers are born. The extent of the fifteen properties
which accompany creation of new centers will also take place.
(7) In particular, we shall have increased the strength of certain larger centers, parallel centers and also
smaller centers. As a whole, the structure will now, as a result of this differentiation, be stronger andhave more coherence and definition as a living structure.
(8) We test to make sure that this is actually so, and that the presumed increase of life has actually takenplace.
(9) We also test that what we have done is the simplest differentiation possible, to accomplish this goal inrespect of the center that is under development.
(10) When complete, we go back to the beginning of the cycle, and apply the same process again.
(Alexander, 2002b)

This process can also be applied to what Generator does in a collaborative inquiry. Leading thegroup can also be seen as a series of act making the inquiry process livelier. In this case, theinquiry itself is the whole and the centers are the behaviors occurring in the process. Generator
takes the role of investing which one or a combination of properties is effective in that situation,
and applies that to centers within the whole. Applying the properties repetitively enhanceswholeness of the inquiry process.
4.2

Creation of Style in Generator

Generators have several properties that they can use effectively compared to other properties.
There can be multiple reasons for that, such as his/her original characteristic, situations theyexperienced to be a Generator, or the environment they are in as a Generator now. The balance of
those properties can be visualized by thinking of them as centers, and the “style” as a whole.
The creation process of the whole is quite similar to how the Personal Pictures are created.
Personal Picture expresses one’s important value, elements, and qualities and is made while being
aware of the strength and degree of each element. Mostly made through workshops, eachparticipant writes down the elements on circle papers in various color and size, and arranges theelements in away that best suits its position (Kamada, et al., 2014). Similar to this method, thestyle in each Generator can be visualized by using circles in different sizes that represents which
and how much the Generator is confident in using those properties (Figure 5).

Figure 5. Visualization of Style in Generator

Not all properties are inside the whole, which represents the wholeness of that style, because
there should be a degree in effectiveness. For example, the style figure illustrates have more ofcollaborative mindset rather than the aggressive, moving forward mindset. Since effectiveness ofproperties differs by original personality and the context they behave as a Generator, everybody
The Creation of Style in Generator: An Investigation Through Behavioral Properties: Page - 8should have their own style with different properties in different sizes. Even if someone starts off
by copying an experienced Generator, it won’t be a complete copy because of the effect frompersonality and environment. Instead of having an answer to the style of Generator, this whole
gradually grows as the Generator experiences more and more. Following the principle of unfolding
process, the style keeps on changing towards a better whole that has life.
5. CONCLUSIONAs the result of examination, we came to conclude that Generator’s style can be illustrated as awhole made up of several properties and is continuously updated. Through investigating
Generator with Behavioral Properties and Alexander’s theories, we have found out how Generator
enhances wholeness of the inquiry by going through what Christopher Alexander states thefundamental differentiating process. It can be stated that to enhance the life of inquiry,
Generators seek for properties that strengthens the centers of the whole, which is the inquiry
itself. Style of each Generator differs by properties they can use more effectively than others, andtherefore creates a unique whole that contains those properties.
The mission of this paper was to find an answer to why the style of Generator is different
among people and why that is how it should be. We believe we have found one of the answer
thorough the investigation, and furthermore came to realize that the important thing is not tohave a definite style of your own, but is to update the style continuously.
ACKNOWLEDGEMENT
We would like to thank all the Iba Laboratory members for their warm support. Thank you Joe
Yoder for becoming our shepherd as a continuous supporter on the Behavioral Properties
discussion.
REFERENCES
Akado, Y., Kimura, N., Ishida, T. and Iba, T. 2016. “Fundamental Behavioral Properties, Part 3: Extending the Theory ofCenters for Pattern Language 3.0, ” 23rd Conference of Pattern Languages of Programs (PLoP 2016).
Akado, Y., Nagai, M., Isaku, I., Iba, T. 2016. “Workshop Generator Patterns: A Supporting Tool for Creating New Values in
a Workshop,” in 6th International Conference on Collaborative Innovation Networks (COINs 2016).
Alexander, C. 2002a. The Nature of Order: An Essay of the Art of Building and the Nature of the Universe, Book 1: The
Phenomenon of Life, Center for Environmental Structure, CA.
Alexander, C. 2002b. The Nature of Order: An Essay of the Art of Building and the Nature of the Universe, Book 2: The
Process of Creating Life, Center for Environmental Structure, CA.
Dewey J. 1938. Logic: The Theory of Inquiry, Holt, Rinehart and Winston, NY.
Gottesdiener, E. 2003. “Requirements by collaboration: getting it right the first time,” IEEE Software 20(2):52–55.
Harashima, Y., Kaneko, T., Isaku, T., Iba, T. 2015. “Fundamental Behavioral Properties, Part 2: Extending The Theory ofCenters for Patterns Language 3.0,” 22nd Conference of Pattern Languages of Programs (PLoP 2015).
Iba, T. Akado, Y., Kimura, N., and Honda, T. 2015a. “Twenty-Four Fundamental Behavioral Properties,” World Conference
on Pursuit of Pattern Languages for Societal Change 2015 (PURPLSOC 2015).
Iba, T., Kamada, A., Akado, Y., Honda, T., Sasabe, A., and Kogure, S. 2015b. “Fundamental Behavioral Properties, Part I:
Extending The Theory of Centers for Patterns Language 3.0,” 20th European Conference on Pattern Languages ofPrograms (EuroPLoP 2015).
Iba, T. and Sakai, S. 2014. “Understanding Christopher Alexander’s Fifteen Properties via Visualization and Analysis,”
Pursuit of Pattern Languages for Societal Change Preparatory Workshop 2014.
Isaku, I., and Iba, T. 2016. “From Chefs to Kitchen Captains: A Leader Figure for Collaborative Networks in the Kitchen,”
6th International Conference on Collaborative Innovation Networks (COINs 2016).
Kamada, A., Nakamura, S., Nagai, M., Sakuraba, R., Iba, T. 2014. “Personal Picture Method for Self Design,” 10th Latin
American Conference on Pattern Languages of Programs (SugarLoaf PLoP 2014)
Minto, B. 1991. The Pyramid Principle: Logic in Writing and Thinking, Prentice Hall, New Jersey.
Nagai, M., Isaku, T., Akado, Y., and Iba T. 2016. “Generator Patterns: A Pattern Language for Collaborative Inquiry,” 21st
European Conference on Pattern Languages of Programs (EuroPLoP 2016).
Shibuya, T., Seshimo, S., Harashima, Y., Kubota, T., Iba, T. 2013. “Educational Patterns for Generative Participants
Designing for Creative Learning,” 20th Conference on Pattern Languages of Programs (PLoP 2013).

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APPENDIX
1. Thumbnail of 24 Behavioral Properties
No.

Name

Overview

1

BOOTSTRAP

Centers that radiate their own energy recursively strengthens themselves by their own
energy, rather than using other centers to strengthen them.

2

SOURCEA strong center is a springhead of energy and strengthens the surrounding centers,
making the whole lively.

3

SPREADING

The center strengthens the surrounding centers, and those centers strengthen its
surrounding centers, creating a bigger center.

4

ATTRACTION

A center with attractive power pulls out the power of surrounding centers, ending up
strengthening the attractive center itself.

5

INVOLVING

A center, which works as a core, makes the whole lively by involving centers that arenecessary for strengthening itself.

6

TOGETHERNESSWhen small centers strengthen each other, they create a bigger center that enfolds them,and as they reinforce each other, it makes the whole lively.

7

BUILDING UP

The whole becomes livelier when centers repeatedly create bigger centers containing themas they build up with consistency.

8

ORGANICGROWTHA center grows organically and gradually without losing its power, thus keeping the
liveliness of the whole.

9

REFLECTING

As a center reflects on the trajectory of its change, each trajectory becomes a new centerand strengthens the original center and itself.

10

ACCOMPANY

The center by itself may be powerless, but it becomes affected by the power of the second
center, strengthening each other as a result.

11

ENHANCEMENT

The chain reaction of mutual enhancement between centers will result in intensifying thewhole to be livelier.

12

EMPATHY

A center is strengthened when another center shows empathy towards it, and when that
center shows empathy back; resonance is created.

13

SELECTION

Selecting centers to strengthen makes a center possible to concentrate on specific centers,
creating a strengthening relationship between them.

14

SIMPLIFICATIONThe center can effectively strengthen the surrounding centers by cutting off therelationship with incongruent centers.

15

CONSISTENCY

The whole becomes lively when centers with same direction range.

16

LOOSENESS

The whole can be livelier when the relationship of centers is loose.

17

FLEXIBILITY

A center with flexibility adapts to differences between centers to be in a strengthening
relationship, creating numbers of relationship to make the whole lively.

18

ABUNDANCEThe core center of a whole is strengthened when there is a lot of centers, strengthening allof the centers back.

19

ENDEAVOR

A shining center that strengthens a center, thus creating a bigger center as the shining
center is strengthened back.

20

CONNECTING

New connection between centers strengthens each other, creating a bigger center withgreater power than the individual centers.

21

POSITIONING

Clearly positioned in a whole, centers can release its energy at its best to the surrounding
centers, making the whole lively.

22

DIFFERENTIATING

A center that is separated into several centers gain individual power, and be strengthened
as each center strengthens each other.

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23

OVERLAPPINGThe whole becomes lively as the overlapped part of centers becomes a new center andforms a strengthening relationship with the original centers.

24

CONTINUOUS
RELATION

Centers having a continuous relationship get strengthened as the relationship gets longer,
and their strength becomes greater as a whole.

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