Term
|
Definition
| The vocal, written, and gestural performances of a speaker, writer, or communicator. This behavior operates on the listener, reader, or observer, who arranges for reinforcement of the verbal performance. Verbal behavior only has indirect effects on the encironment. This contrasts with nonverbal behavior, which usually results in direct and automatic consequences. When you walk toward an object, you come closer to it. Verbal behavior, on the other hand, works through its effects on other people. |
|
|
Term
|
Definition
| The contingencies that regulate verbal behavior arise from the practices of people in the verbal community. The verbal community refers to the customary ways that people reinforce the behavior of the speaker. These customary ways or practices have evolved as part of cultural evolution. The study of semantics and syntax fo the words and sentences (linguistics) describes the universal and specific contingencies arranged by the verbal community. in the behavioral view, language does not reside in the mind but in the social environment1q` of the speaker. |
|
|
Term
|
Definition
| The word manding comes from the common English word commanding. Manding is a class of verbal operants whose form is regulated by establishing operations and specific reinforcement. When you say "give me the book", "dont do that", and "stop your words are regulated by motivational conditions or establishing operations. The establishing operation (no ketchup) regulates the topography of manding ("give ketchup") and ensures that a particular event functions as specific reinforcement |
|
|
Term
|
Definition
| A class of verbal operants whose form is regulated by specific nonverbal discriminative stimuli. Tacting is verbal behavior that makes contact with the environment. In common parlance we say that people make reference to the world, but in behavior analysis the world controls the verbal response class of tacting. |
|
|
Term
|
Definition
| A term used in verbal behaivor to describe the independence of the operant classes of manding and tacting. Formally, each operant class is controlled by separate contingencies of reinforcement, training in manding relations would not necessarily affect the training in tacting relations or vice versa. |
|
|
Term
| Conditioned Establishing Operation |
|
Definition
| An establishing operation that depends on a history of reinforcement for completing a behavioral sequence or chain. One procedure is called the blocked- response procedure is called the blaocked-response CEO in which a response that usually occurs is blocked because of the temporary absence of a specific condition stimulus or event. |
|
|
Term
|
Definition
| A class of verbal operants regulated by verbal discriminative stimuli. In every day language, thematically related words (or sentences) are examples of intraverbal relations. |
|
|
Term
|
Definition
| A term used in verbal behavior to define echoic behavior. Formal similarity requires that the verbal stimulus and the product of the response are in the same mode and show exact physical resemblance. |
|
|
Term
|
Definition
| When there is point-to-point correspondence between the stimulus and the response, verbal behavior may be classified as echoic. A further requirement is that the verbal stimulus and the echoic response must be in the same mode and show exact physical resemblance. An echoic is a class of verbal operants regulated by a verbal stimulus and the response. |
|
|
Term
|
Definition
| A class of verbal operants regulated by verbal stimuli where there is correspondence between the stimulus and the response, but no topographical similarity. Ex. Reading out loud. |
|
|
Term
| Conditional Discrimination |
|
Definition
| A differential response to stimuli that depends on the stimulus context. Consider a matching-to-sample experiment in which a bird has been trained to match to triangles and squares based on sample stimulus. Conditional squares based on sample stimulus. Conditional matching to sample involves simultaneous discrimination of three elements in a display. |
|
|
Term
| Interlocking Contingencies |
|
Definition
| In social episodes involving manding and tacting, each person completes a behavioral sequence or chain, and the verbal relations involve the intermingling of these chains or the interlocking contingencies. In an interlocking contingency the behavior of one person causes stimulation and reinforcement for the behavior of the other, and vice versa. |
|
|
Term
|
Definition
| Horne and Lowe m(1996) proposed that naming something involves a generalized operant class that substantially expands the verbal repertoire of the child. Analytically, the naming relation or the generalized class of the naming arises from verbal contingencies that integrate the echoic and tacting response classes of the child as speaker with the conditional discrimination behavior of the child as a listener. |
|
|
Term
|
Definition
| A social episode involves the interlocking contingencies between speaker and listener. |
|
|
Term
|
Definition
| This involves the presentation of one class of stimuli that occasssions responses to other stimulus classes. This seems to be what we mean when we say that the flag stands for, represents, or signifies our country. Equivalence relations such as these are an important aspect of human behavior. |
|
|
Term
|
Definition
| When stimulus class A is shown to be interchangeable with stimulus Class B, we may say that the organism shows symmetry between the stimulus classes. After training a form-to-anle discrimination, a reversal test is conducted without reinforcement using line angles as the sample and geometric shapes as the comparisons. An organism that passes the reversal test is said to demonstrate symmetry of angles and forms. |
|
|
Term
|
Definition
| This involves responding to a one-to-one relationship between stimulus classes. A child who is given a picture of a cat and then finds a similar picture in a set of photographs is showing reflexivity. |
|
|
Term
|
Definition
| An organism shows transitivity when it responds to stimulus class A as it does to stimulus class C or A=C after training that A=B and B=C. An organism is said to show transitivity when it passes tests for transitivity after training for symbolic matching of stimulus class A(anlge) to stimulus class B(geometric forms), and stimulus class B to stimulus class C (intensity of illumination)/ |
|
|
Term
|
Definition
| In identity matching or discrimination, the researcher presents a sample stimulus and two side-key options. The organism is reinforced for selecting the comparison stimulus that corresponds to the sample. |
|
|
Term
|
Definition
| In a matching -to-sample task, symbolic matching involves the presentation of one class of stimuli as the sample (geometrical forms) and another set of stimuli (different line angles) as the comparisons. Reinforcement depends on an arbitrary relationship. |
|
|
Term
|
Definition
| Once the matching of angle to geometric form is well establish, a reversal test is conducted without any further reinforcement. the percentage of "correct" responses during the test (without reinforcement) is the usual measure of symbolic performance on this reversal test. |
|
|
Term
|
Definition
| A given event or stimulus, such as a student saying "the ball is red," can have several functions in the control of behavior. |
|
|
