1. Mand
2. Tact
3. intraverbals
4. Echoic
5. Textual

 A bit of verbal behavior with one controlling variable.

example dog may evoke "dog" or "oh, what a beautiful canine" - both are one unit of verbal behavior.

Description and explanation (prediction & control)

an; analysis of individual speaker (and listener; not group)

A verbal response evoked by an establishing operation and maintained by reinforcement specific to that EO and response. 

"the mand specifies its reinforcement"

An intraverbal is a verbal response evoked by a verbal stimulus and reinforced by generalized social conditioned reinforcement.

an intraverbal has no point-to-point correspondence between the antecedent and response product. 

a vocal response evoked by a nonverbal stimulus and maintained through generalized social conditional reinforcement.

initially taught educationally and becomes more natural overtime

Manding to inanimate (nonliving things) without appealing to stimulus generalization. Superstitious mands develop through coincidental, accidental reinforcement.

Examples:

1. manding for one's car to make it to the gas station

2. Manding for dice to "come seven"

Magical mands are mands that cannot be accounted for by showing that they have ever had the effect specified or any similar effect upon similar occasions. 

Examples:

1. "Wishing" someone well

2. "cursing" someone (bad luck) I curse you

3. "may" may you rot in hell

Just because a student has a word as one operant doesn't mean he or she has that word in another operant. 

for example, a learner maybe able to tact/label candy but may not mand for candy. 

Hall and Sundberg (1987)

What was analyzed?

What were their findings?

Hall and Sundberg (1987) evaluated two learners that could tact but not mand.

They conducted two experiments using incidental teaching:

1. contriving the EO by putting preferred items in view but out of reach.

2. mand for missing items in a behavior chain

• supported functional independence
• Chain training established objects as conditioned reinforcers.
• removing items contrived a CMO-T
• Take out "do this" it isn't needed
• effective multiple exemplar instruction
• potent EO in baseline (e.g., reaching, aggressing)

Sweeney-Kerwin et al. (2007)

The frequency of pure mands was evaluated using a rolling time delay to transfer control from nonverbal stimulus to MO.

Conditions: 

• kept the item in view (impure/control)
• shown and taken out of view (pure mand) if a response occurred within 15 seconds. 

  ---

Findings support the well-known fact motivating operants change, EOs and AOs fluctuate within and across sessions. 

1. Pure Mand
2. The MO was present and the nonverbal stimulus was not present.

1. Therapist: "What do you want? say, cookie"
2. Client: "cookie"
3. Therapist: "Good! What do you want?"
4. Client: "Cookie"
5. Therapist: delivers cookie

Use the least amount of vocal behavior as it could lead to faulty stimulus control.

Taught mands for information (which & who)

EO condition:  creates the need to mand for info

AO condition: no need to mand for info

 they taught two mands simultaneously, the learner needs to discriminate; it is a better way to teach. 

• identify many reinforcers to ensure strong EO when teaching.
• Don't teach one mand at a time.
• Teaching two or three mands with different EOs (e.g., Food, toy)
• Don't teach more and please early, rather teach specific words.

• In response to the mand, Say X
• Fragmentary self-echoic: helter-skelter, razzle-dazzle
• Echolalia Pathological echoic behavior 
• combined with other VB (e.g., we often echo in conversation, we adopt the accent or mannerisms 

The function of echoic behavior is to become shaped through reinforcement to gain a more robust verbal repertoire. 

• Education: establish other verbal operants 
• Social: echoing to a third person, "What did he say?"
• indirect: echoing, adds verbal behavior to our repertoire 
• fill-ins: echo part of a question to buy time( why did the civil war start?)
• follow directions: echo to keep info present (e.g., conform an order in a kitchen)
  • joint control-rehearsal, problem-solving

 Define textual behavior

textual behavior is a vocal response  that is under the control of a nonauditory verbal stimulus

• Point-to-point correspondence
• No formal similarity

1. Textual behavior is more narrow. text produces vocal behavior.

2. Reading: textual intraverbals + comprehension.

Reinforcement: Automatic 

• Permanence
  • echoic, transient, and fleeting
• Textual: permanent, better control of the behavior of others and self.
• automatic reinforcement
• echoic shapes topography- when the response matches the stimulus, SR+
• Textual: automatic reinforcement increases the probability of reading. 

Transcription is a verbal response that is written.

Transcription requires materials, differentiated marks, and transmission to a listener/reader. 

Copying a text (descriptors: e.g., point-to-point correspondence, non-formal similarities)

Example?

Copying a text has point-to-point correspondence and formal similarity.

Example: Seeing the word cat and rewriting the word cat.

Taking dictation is a vocal to-written response.

Taking dictation has point-to-point correspondence but does not have formal similarity. 

Mimetic can be defined as a sign (ASL) that is evoked by the same sign. Imitating signs, like echoic, but with signs.  It is an imitation of a physical movement.

For example: a therapist signs cookie, and the learner signs cookie. 

Duplic can be defined as having point-to-point correspondence and formal similarity.

• echoic, copying text, and mimetic

1. Echoic
2. Copying text
3. Mimetic

Codic verbal behavior has point-to-point correspondence but no formal similarity.

1. textual
2. taking dictation 

1. Textual
2. Taking Dictation

• Evaluated how children learn to talk.
• Paired new words and reinforcement.

During pairing the therapist would emit the word and deliver reinforcement simultaneously.

f

Sundberg et. al., (1996) were able to establish new vocalizations without direct reinforcement, echoic training, or prompts.

• stimulus-stimulus pairing
• maintained by automatic reinforcement 
• explanation of early language development

• overall increase in vocalizations, pairing may have increased other vocalizations
• other VB emerged: mands and echoics
• Don't need imitation to explain language development but do need behavioral explanations.

1. A sound  for example "oo" is paired with reinforcement (e.g., food, warmth)
2. The baby will emit the sound more frequently to gain access to food and warmth as it has been previously paired. 
3. The sound is shaped into the language of the individuals in the baby's life/environment.

The researchers used rapid motor imitation antecedent (RMIA) procedures to promote vocal communication. 

• RMIA procedures can improve manding and tacting skills. 
• EO's can facilitate the emission of behaviors
• Generalized imitation: probably not the only mechanism at work.
• behavioral momentum (high-p sequence) is also at play.

An intraverbal response is evoked by a verbal stimulus and reinforced by generalized social conditioned reinforcement.

no point-to-point  correspondence between the antecedent stimulus and response product.

vocal to vocal

vocal to written

written to written

written to vocal

1. Responses to another person's verbal antecedent
2. Chains: more self-controlled - one word controls the next
3. reciting poems, counting, reciting the alphabet.

Coon and Miguel evaluated intraverbals and  analyzed which type of prompting  was best for teaching intraverbals: echoic, textual, and tact. 

found that the type of prompt to use to teach intraverbals to a child should be based on the amount of recent training the child has had and matching that prompt. 

3 questions at a time

tact training: progressive time delay (1-4 seconds)

example, "What is caro? + a picture of a car

correct response=praise

incorrect response = 0 sec error correction

Echoic Training: progressive time delay (1-4) sec

example, What is lune + the therapist saying "moon"

1. Pre-assessment: ensured tact and echoic responses 
2. Preexposure: training with both prompt types to see, which is acquired faster.
3. Exposure: training with the prompt acquired slower in the preexposure condition.
4. Post-exposure: same as preexposure- see is exposure with just one prompt type resulted in faster acquisition with that prompt type.

Behavior comes under the control of one stimulus. Only when in the presence of another stimulus. The learner needs to attend to more than one controlling stimulus. for example "touch red car" the learner needs to not only touch a car but the red car.

Cooper's book definition: 

A type of convergent multiple control involving a verbal stimulus that alters the evocative effects of another verbal stimulus in the same antecedent configuration. The conditional discrimination is between the words in the antecedent event.

Types of conditional discrimination?

(3)

1. Visual-visual: nonverbal stimuli (e.g., match picture to picture)
2. auditory-visual: one spoken stimulus and one nonverbal stimulus (visual stimulus)
3. auditory-auditory: two vocal verbal stimuli (e.g., match spoken word to spoken word)

The learner needs to only attend to one controlling stimulus.

A single-component word or phrase evokes a nonmatching intraverbal response (e.g., upon hearing “Ready, set . . .,” a child says “go,”)

conditional stimuli

discriminative stimuli

Motiving operants

Mark Sundberg's definition of conditional discrimination

A condition in which the range of discriminative stimuli, or stimulus features controlling behavior, is extremely limited, often interferes with learning. 

Failure to respond to multiple stimuli in a stimulus complex.

• Block trial procedures (Saunders and Spradlin, 1989)
• Within stimulus prompting:
  • accentuating critical features of stimuli
  • tone of voice
  • emphasis, prolongation, double-word 

• Differential observing response (attending)

This set of questions requires which type of intraverbal:

What do you eat?

What do you eat with?

What do you drink?

What do you drink with?

This set of questions requires which type of intraverbal:

What do you eat?

What do you eat?

What do you play?

What do you wear?

• A differential observing response (DOR) consists of a unique response that the learner emits before or during a trial and may be used during receptive label training to increase the likelihood the learner attends to the relevant features of the sample stimulus (Grow & LeBlanc, 2013).

• ---

Example: have learner tact green things present. Then, have the learner tact the animals present. finally have the learner tact green animals in their presence. 

1. teaching individuals to come under the control of multiple vocal verbal stimuli.

2. teaching individuals to make particular intraverbal responses in the presence of certain vocal verbal stimuli.

Ultimately, we want to combine the repertoires to train conditional discrimination in the intraverbal relation.

evaluated conditional discrimination. the researchers aimed to address defective stimulus control. 

using block trial procedure to assist in the overselectivity of the learners 

• pre-test: each of the 4 questions asked 5 times 

• Prompt delay + error correction
  • if correct praise and + edible/token
  • if incorrect: repeated question + echoic prompt and praise 

• Differential observing response: 
  • "what is animal that is red?" + say "animal red"
  • Learner repeated "animal red"
  • "what's an animal that is red?" (same consequences)

• Block trails 
  • Block trial A procedure in discrete-trial teaching during which different learning trials (SDs) are presented in blocks, which are gradually reduced in size contingent upon correct responding until the stimuli are presented randomly.

• Block trial A procedure in discrete-trial teaching during which different learning trials (SDs) are presented in blocks, which are gradually reduced in size contingent upon correct responding until the stimuli are presented randomly.

• Progressive prompt delay

• Modified DOR condition: pointing to a fruit when asking the learner what is a fruit. and point to a green sample when asking what is green

• Modified prompt delay with error correction: included a partial vocal prompt

• All participants had some positive results using prompt delay with error correction. 
• However, some participants needed some extra support with learning some sets.
• standardized test score on language not predictive of learning outcomes
• pre-study tact and listening responding not predictive of learning outcomes 

Differential observing response

• A verbal response that is evoked by a verbal stimulus due to a reinforcement history of that verbal response in the presence (and not in the absence) of that verbal stimulus.
  • history of differential reinforcement
  • definition of stimulus control

Intraverbal behavior should be looked at as a primary verbal operant, like mand, echoic, and textual 

intraverbal control: is when there is no clear history of reinforcement, that is when a response is multiply controlled. 

Palmer (2016)

If a history of reinforcement for a verbal response in the presence of a verbal antecedent, we call it an _________

Which is more in line with the analysis of verbal behavior?

A. When a person tacts a flower, he or she does so due to a history of reinforcement

B. When a person tacts a flower, he or she is describing the flower

A tact that produces generalized reinforcement. 

For example: Thanks as a response to a verbal stimulus 

An educational tact is tacting under contrived conditions and leads to preferred reinforcement; they are mands for action. 

Example: a learner gets a chip for tacting chip

another example: "what is it?"

Types of extended tacts? (4)

1. Generic extension
2. metaphorical extension
3. metonymical extension
4. solecism/Malapropism

The new tact is strengthened because the new chair shares physical properties with the trained chairs. emphasis on the importance being the physical similarity between the trained and the untrained. 

an example: even though I have never seen this type of dog, I can tact the stimuli as a dog as it shares features of other dogs. 

Two stimuli have a common effect on the speaker, and the speaker uses the same word to tact one.

example: you see two rocks in the woods with a seat part and back and you say "chair". The two rocks are not literally a chair, but they resemble a chair, they look like a chair. 

When you can make a simple statement using "like" or "as" - it is a metaphorical extension. 

Using words that accompany actual words

Example: "The Whitehouse denied a rumor."

The president accompanies the Whitehouse.

Example: "Let's celebrate--- who wants bubbles?" 

Tacting something using the wrong words. (slang) mispronunciations

Example: "Look there is a whatchamacallit" 

Example: "For shizzle"

The study addressed the problem of overselectivity to either auditory or visual stimuli.

The researchers analyzed the errors. 

They found that the verbal prompt was unnecessary and blocked the establishment of stimuli control by a non-verbal stimulus.

Start simple and build complexity. One target taught at a time. 

Example: asking a learner to touch M and three index cards provided for the learner to choose from but two are blank and one has the letter M. making it almost errrorless and slowly adding new stimuli to the array.

True or False?

More error patterns are found when using the simple conditional method?

•        Explain the problems associated with the early steps of the simple-conditional method

Which of the following is NOT a source of control for stating, “Ice skating,” when asked, “What did you do on Saturday?”

1. private stimuli
2. previous reinforcement 
3. the question
4. the ice rink

• Deficient controlling variables. For example, saying the answer to a teacher question covertly (not sure if response is correct)

• when the speaker is their own listener. For example, we may talk to ourselves to become more effective problem solvers

1. Shouting 
2. loud talking 
3. Quiet talking
4. whispering
5. Muttering under one’s breath
6. sub audible speak with detectible muscular movement 
7. Sub audible speak if unclear dimensions
8. Unconscious thinking   

Thinking ___ controlled by the same variables as all operant behavior (e.g., reinforcement, extinction, stimulus control, motivating operations).

is?

is not?

Radical behaviorism is like mentalism: okay with stimuli occurring on the inside.

The term private could mean out loud but alone, with no one else around.

We could have technology that can read thoughts, but it may not be accurate.

Saying, “I am in pain” is evoked by a public stimulus—an observable, physical insult.

There is no inner pain stimulus.

To be in pain is to emit pain behavior (e.g., crying, holding a hurt body part, complaining).

A negative audience does what to the speaker?

a.) punishes the speaker 

B.) criticizes the speaker 

C.) misinterprets the speaker

D.)     does not respond to the speaker

Which of the following meets the definition of verbal behavior with the example of getting a horse to change direction?

• Touching the reins to a side of the neck
• Holding up a lump of sugar
• Holding up an aversive item
• Pushing the horse

1. observable stimuli

• Examples: Bump on head, red knee, blushing in face

• observable behavior

   

   

   

  Examples: Holding head, crying, smiling

1. After a spicy dinner, a child holds his tummy, and the parent says, “Does your tummy hurt?” The parent inferring a private event, as well as teaching the child to tact a private event, based on ____”

A.) collateral response 

B.) public accompaniment 

1. A child is running around and bumps his head on a table. He has a red mark on his cheek. The parent says, “Ow, your cheek hurts. Are you ok?” The parent is relying on ___.”

A.) Public Accompaniment 

B.) Collateral response 

1. You’re in a meeting and your colleague is falling asleep. Later on, you say to her, “You must be tired.” You are inferring a private event based on ___.

A.) public accompaniment 

B.) collateral response 

1. You are hiking in the woods and your partner slips and has a red gash on his leg. You say, “Are you ok? That must hurt.” You assume there is pain based on ___.”

Public Accompaniment 

Collateral Response 

1. You leave your friend in a room with a jar full of cookies. You come back a few minutes later and the jar is empty. You say, “You must have a stomachache.” You assume this private event based on ____.”

A.) Public Accompaniment 

B.) Collateral Response 

1. You see your friend in a massage chair with her eyes closed and a smile on her face and say, “That must feel good.” You are inferring this private feeling based on ___.”

A.) Public Accompaniment 

B.) Collateral Response 

1. You look over at your friend’s graded test which has an “A” on top. You say, “You must feel happy.” You assume this private feeling based on ___.

Public Accompaniment 

Collateral Response 

1. You look over at your friend after tests are passed back with grades and she puts her face in her folded arms. You say, “I’m sorry.” You assume she feels bad about a bad grade based on ___.

Public Accompaniment 

Collateral Response 

1. “Private events are not useful in a science of behavior, and…an unnecessary distraction”

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

Things and events seem to occur in some inner, imaginary space

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

Features of scientific endeavors must be publicly observable with measurement tightly specified

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

“The skin is not an important boundary”

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

1. “The role of private events is peripheral and inessential”

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

1. “Private events are inaccessible to direct scientific study but may be studied indirectly in verbal reports”

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

 It is ok to study private events in behavior analysis because even though we cannot directly observe them, we interpret their existence based on research findings, and “interpretation serves and honorable role in science”

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

“The science leaves out nothing important (it is sufficient)” – a complete account

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

1. A pigeon pushes Button A when he took Drug A, but not when he took Drug B. Ignoring the internal feeling produced by the drug as an explanation for the discrimination, and instead appealing only to the drug as a public stimulus (before it is ingested) is taking which approach?

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

Pain is not an internal feeling. Rather, “to be in pain is to emit pain behavior.” 

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

“Private events are irrelevant to understanding the function of behavior, that is, activities in relation to environmental events…the origins of behavior always lie in the environment.”

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

 “Behavioral events are natural events;” there is no agency

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

A complete account: it accounts for private events

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

The science of behavior is a natural science (like biology, chemistry)

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

“Private events are not useful in a science of behavior, and…an unnecessary distraction”

A.) Mentalism

B.) Methodological

C.) Radical behaviorism

What verbal operants are at play?

“Look at that butterfly” is probably

“She sells seashells by the seashore” is the product of

A.) Thematic strengthening 

B.) Formal Strengthening 

When a teacher gives a hint to a student on an answer that sounds like the answer, this would be a

A.) Formal prompt

B.) Thematic Prompt 

1.     What are three functions of an audience according to Skinner? (pp. 172-175)

1. The subdivision of the verbal behavior

2. whether behavior occurs

3. select a subject matter  (what is talked about)

1.     What type of antecedent stimulus does Skinner describe the “listener” as? (p. 172)

1.     What are the audiences that control the largest subdivisions of a verbal repertoire, and to which one/ones do you belong? (p. 173)

Audiences that control the largest subdivision of verbal repertoire are the communities around the individual and the language around them that establish reinforcement contingencies. I belong to the English community, as that is my language, and I have previous experience being reinforced by it.

1.     Define a “negative audience.” (p. 178)

An audience in the presence of which verbal behavior is punished is called a negative audience.

1.     Describe the refinement Skinner makes to the definition of “verbal behavior.” (pp. 225-226)

Verbal behavior is behavior in which the listener must respond in ways that have been conditioned precisely to reinforce the behavior of the speaker.

True or false?

Our survey of the basic functional relations in verbal behavior reveals two facts: (1) the strength of a single response can and usually is a function of more than one variable, and (2) a single variable usually affects more than one response.

 the basic functional relations in verbal behavior reveals two facts: 

What are they?

(1) the strength of a single response can and usually is a function of more than one variable

(2) a single variable usually affects more than one response.

In Sundberg and Sundberg (1990), when the therapist said, what is Zug the participant pointed to the symbol of Zug. This was a?

1.) selection-based 

2.) topography-base 

Selection-based 

According to Sundberg and Sundberg (1990), which type of verbal behavior was acquired more quickly and more accurately? 

1. selection-based 
2. topography -based 

According to Tincani (2004), sign may selected for a learner with a strong? 

1. imitation repertoire 
2. manding repertoire

In Kostewicz et al (2000) the intervention that was most effective was?

six ten seconds timings of non-aggressive thoughts in a 24-hour period 

Which sequence represents problem solving ?

Which of the following is not a part of joint control?

• mediating behavior
• problem solving 
• facilitating the selection response in a conditional
• discrimination
• usually at the overt level

1. Private stimuli
2. Covert behavior 

1. Public Accompaniment 
2. Collateral response 
3. Common Properties
4. Response reduction 

metaphorical extensions

• Sharp object, sharp pain (same feeling: “sharp” strengthened)

• Stimulus generalization 

TACTS PARTLY UNDER THE CONTROL OF PRIVATE STIMULI

"FAMILIAR"—"THIS  PLACE IS FAMILIAR"

based on the history of the speaker

Beautiful That picture is beautiful

not based on physical properties but rather the reinforcement history of tacting something as beautiful in the presence of certain stimuli. 

Afraid

Verbal community teaches the tact based on public accompaniment (e.g., spider) and collateral behaviors (e.g. moving away)

• Cut on a leg
• bleeding
• knot on head 
• redness of area in pain 

pants wet 

• red face
• hives
• red eyes 

• sweating 
• red face 

walking with a limp

rubbing neck or area of pain

• crossing one's legs
• holding groin

Grumbling stomach

holding stomach

spitting when talking 

completing actions with force 

1. We cannot see, measure, or observe them
2. How do we learn to tact private stimuli?
3. How can we study covert verbal behavior??

In general, when having a conversation with someone, the more words they say in a given instance, the ________ intraverbal responses you may emit.

More

Fewer

When the teacher says the sign . "car" and the child emits the sign for car, this is an example of _________ and verbal operant ___________.

1. translation, intraverbal
2. Translation, Tact
3. Transcription, tact
4. Transcription, intraverbal

This set of questions requires which type of intraverbal?

What do you eat?

What do you eat with

What do you drink?

What do you drink with?

A child may say "b" when shown both a "b" and a "P' The term for this problem is __________. 

• Dyslexia
• overgeneralization
• differential observing response 
• overselectivity/restrictive stimulus control

Repeated important words within the complex sentence.

What is a vehicle that is yellow?

say vehicle yellow 

Which is an example of restrictive stimulus control?

1. what an animal that is red? Parrot
2. what is a drink that is brown? coffee
3. what is a fruit that is green? kiwi
4. what is animal that is yellow? bear

#4. What is an animal that is yellow, bear.

The listener was only focusing on the animal part of the question. 

answering " I went to the baseball game". in response to 'what did you do over the weekend? is probably an example  of which definition of intraverbal (Palmer, 2016)

of the intraverbal subset of the VB-MAPP, which of the following does not seem like a pure intraverbal

Ready, set....

you sleep in a.......

What can you drink? 

What's above a house?

of the intraverbal subset of the VBMAPP that seems to have intraverbal control in addition to other sources of control?

• What do you take to a birthday party?
• Who builds a web?
• what are some colors?
• What grows on your head?

According to Skinner, the nature of the stimuli and behavior within one's skin is ______ stimuli and behavior outside of one's skin. 

The same as

different than 

Which statement best reflects a behavior analytic explanation for how children learn language and grammar?

Autoclitics are ________ verbal behavior that sharpens the effect of the _____________ verbal response on the listener's behavior.

Which of the following is not a type of descriptive autoclitic?

a.) informs the listener of the verbal operant (e.g., it is a tact)

b.) indicates numerical information in a statement (e.g., there are 3x)

c.) describe the state of the strength of the response (I know vs. I think)

d.) indicates the emotional condition of the speaker (I'm excited about x)

Which of the following is not an example of a qualifying autoclitic?

a.) many people live in Boston 

b.) there is an interesting statue in Boston 

c.) I went to the market in Boston 

d.) leaves fall in the Autumn in Boston

Primary verbal operants controlled by environmental events (mands – EO, tact – nonverbal stimulus, etc.)

Secondary verbal operants also controlled by environmental events, but also emitted by the speaker to modify the reaction of the listener

- Autoclitics

Secondary verbal behavior is dependent on and modifies primary verbal behavior

Autoclitics: “verbal behavior about other verbal behavior”

• No “inner agent” needed – it’s all behavior

Autoclitics: “sharpen the effect of the primary verbal response on the listener’s behavior”

Autoclitic behavior is often under the control of private events (e.g., covertly rehearsing)

Descriptive Autoclitic: The speaker emits collateral responses describing VB of oneself or others at the moment or in the past and the immediate effect upon the listener in modifying his reaction to the behavior they accompany establishes a distinctive pattern.

Verbal behavior specifying the controlling variables for primary verbal behavior

• Modifies the reaction of the listener

• Makes the listener respond more effectively

No, they can be facial expressions, tone of voice

Sometimes called “autoclitic mands”

“qualifying the tact in such a way that the intensity or direction of the listener’s behavior is modified” (p. 322)

Enjoin the listener to negate (no, not) or affirm/assert (yes, is) a primary verbal response

• “It is not raining!”

• “It is raining!”

Or somewhere in the middle:

“It is sort of raining”

Sometimes called “autoclitic mands”

“qualifying the tact in such a way that the intensity or direction of the listener’s behavior is modified” (p. 322)

Enjoin the listener to negate (no, not) or affirm/assert (yes, is) a primary verbal response

• “It is not raining!”

• “It is raining!”

Or somewhere in the middle:

“It is sort of raining”

• Descriptive: related to the speaker’s inclinations

• Qualifying: related to the properties of the stimuli

Tags : ing, s, ed, s, dis, 

Word Order: 

• “The boy runs,” not “The run boys”

• “The boy runs a store,” not “The store runs a boy”

• Direct the listener to arrange or relate their reactions to the verbal response in a particular way.

autoclitic practice: 

Verbal behavior is sort of hard

AutocliticPractice:

I believe his name is Mark

I believe = Descriptive.

is = Qualifying 

Autoclitic Practice:

This is not research class

Autoclitic Practice:

I don’t think 1+1 is 5

I don't think = Descriptive

 is = Qualifying 

Autoclitic Practice

This is Jerry’s first time running for president

is = Qualifying

's = Relational 

Ing = Relational 

Autoclitic Practice:

The newspaper said it will rain

the newspaper said descriptive

It will = Qualifying 

Autoclitic Practice:

A tact is always controlled by a nonverbal stimulus

 A = Quantifying

is = Qualifying

controlled = Relational

a = Quantifying  

Autoclitic Practice:

I know some musical instruments such as violin, cello, guitar, and so on

I know = Descriptive

Some = Quantifying 

Instruments = Relational

and so on = Autoclitic Mand (Instructs the listener to think)

Autoclitic Practice:

I think this place sort of feels like heaven

I think = Descriptive 

this = Quantifying 

sort of = Qualifying 

feels = Relational

• behavior (stimuli) occurs inside
• Thinking is behavior 
• Skin is not an important boundary for a complete account of behavior.
• Leaves out nothing important
• Radical behaviorists interpret private events based on research findings, and “interpretation serves an honorable role in science.”
• behavioral events are natural events (no agency)
• natural science

• private thoughts are inaccessible but can be studied indirectly through verbal reports 
• Drugs: The public stimuli of the drugs—they are publicly observable and then we ingest them
• unimportant /un-useful
• behaviors must be observable and tightly measured (rigid)
• Pain is not an internal feeling. Rather, “to be in pain is to emit pain behavior.”
• Private events are irrelevant to the function of behavior, as it always lies in the environment.
• private events are a distraction 

1. Baseline all 

2. Train Diagonal

3. Test the remaining 

Collateral Response or Public Accompaniment ?

1. After a spicy dinner, a child holds his tummy, and the parent says, “Does your tummy hurt?” The parent inferring a private event, as well as teaching the child to tact a private event, based on ____”

Collateral Response or Public Accompaniment?

A child is running around and bumps his head on a table. He has a red mark on his cheek. The parent says, “Ow, your cheek hurts. Are you ok?". The parent is relying on ___.”

Collateral response or public accompaniment?

You’re in a meeting and your colleague is falling asleep. Later on, you say to her, “You must be tired.” You are inferring a private event based on ___.

Collateral response or Public Accompaniment?

You are hiking in the woods and your partner slips and has a red gash on his leg. You say, “Are you ok? That must hurt.” You assume there is pain based on ___.”

Public Accompaniment 

Collateral response or public accompaniment?

You leave your friend in a room with a jar full of cookies. You come back a few minutes later and the jar is empty. You say, “You must have a stomachache.” You assume this private event based on ____.”

Public Accompaniment 

Collateral response or public accompaniment?

You see your friend in a massage chair with her eyes closed and a smile on her face and say, “That must feel good.” You are inferring this private feeling based on ___.”

Collateral response or public accompaniment?

 You look over at your friend’s graded test which has an “A” on top. You say, “You must feel happy.” You assume this private feeling based on ___.

Collateral response or public accompaniment?

1. You look over at your friend after tests are passed back with grades, and she puts her face in her folded arms. You say, “I’m sorry.” You assume she feels bad about a bad grade based on ___.

Which one: radical behaviorism, methodological behaviorism, or mentalism?

1. “Private events are not useful in a science of behavior, and…an unnecessary distraction”

Which one: radical behaviorism, methodological behaviorism, or mentalism?

1.  “Behavioral events are natural events;” there is no agency

Which one: radical behaviorism, methodological behaviorism, or mentalism?

 “The science leaves out nothing important (it is sufficient)” – a complete account

Which one: radical behaviorism, methodological behaviorism, or mentalism?

“Private events are irrelevant to understanding the function of behavior, that is, activities in relation to environmental events…the origins of behavior always lie in the environment.”

Which one: radical behaviorism, methodological behaviorism, or mentalism?

A complete account: it accounts for private events

Which one: radical behaviorism, methodological behaviorism, or mentalism?

The science of behavior is a natural science (like biology, chemistry)

Which one: radical behaviorism, methodological behaviorism, or mentalism?

Things and events seem to occur in some inner, imaginary space

Which one: radical behaviorism, methodological behaviorism, or mentalism?

Features of scientific endeavors must be publicly observable with measurement tightly specified

Which one: radical behaviorism, methodological behaviorism, or mentalism?

“The skin is not an important boundary”

radicalism 

Which one: radical behaviorism, methodological behaviorism, or mentalism?

“The role of private events is peripheral and inessential”

Which one: radical behaviorism, methodological behaviorism, or mentalism?

“Private events are inaccessible to direct scientific study but may be studied indirectly in verbal reports”

Which one: radical behaviorism, methodological behaviorism, or mentalism?

It is ok to study private events in behavior analysis because even though we cannot directly observe them, we interpret their existence based on research findings, and “interpretation serves and honorable role in science”

Which one: radical behaviorism, methodological behaviorism, or mentalism?

A pigeon pushes Button A when he took Drug A, but not when he took Drug B. Ignoring the internal feeling produced by the drug as an explanation for the discrimination, and instead appealing only to the drug as a public stimulus (before it is ingested) is taking which approach?

Which one: radical behaviorism, methodological behaviorism, or

mentalism?

Pain is not an internal feeling. Rather, “to be in pain is to emit pain behavior.” 

What stimuli, operations are/should be controlling response?” What is the intervention?

Before lunch, you hold up a piece of popcorn and the child signs “popcorn.” After lunch he does not.

An EO for food/Popcorn 

Define joint control

True or false?

Self-echoic and tact are usually covert-private verbal behaviors and are considered mediating behaviors. They mediate the correct selection