Rule-governed behavior and human behavioral pharmacology: A brief commentary on an important topic

Over 25 years ago, B. F. Skinner introduced the concept of rule-governed behavior, which is the topic of this commentary. To date, behavioral pharmacologists have given rule-governed behavior little consideration in their analyses of drug action. There are, however, published studies that demonstrate the importance of rule-governed behavior in modulating drug effects in humans. Rule-governed behavior may help to explain differences in drug self-administration in humans and nonhumans and, in humans, differences in drug effects across individuals and situations. This commentary suggests that rule-governed behavior merits further attention in the context of human behavioral pharmacology, and posits that scientists who are experts in verbal behavior can make a unique contribution to the theoretical and experimental analysis of drug-related human behaviors, including drug abuse and its treatment.

     

A retrospective appreciation of Willard Day’s contributions to radical behaviorism and the analysis of verbal behavior

Willard Day’s contributions to radical behaviorism are grouped under three headings: (a) an emphasis on the distinction between radical and methodological behaviorism; (b) an emphasis on the interpretation, rather than the prediction and control, of behavior; and (c) an emphasis on the analysis of verbal behavior as a natural, ongoing phenomenon. The paper suggests that the contributions above are listed in ascending order of significance.

     

Defining terms in behavior analysis: Reinforcer and discriminative stimulus

Many definitions of reinforcer and discriminative stimulus found in behavioral texts include a requirement of temporal proximity between stimulus and response. However, this requirement is not consistently adopted. We present additional evidence from a questionnaire that was sent to members of the editorial boards of several behavioral journals showing that there is not universal agreement concerning the temporal parameters accepted in the definitions of reinforcer and discriminative stimulus. We suggest that the disagreement over the definitions of these essential terms ought to be at least addressed if not resolved. Because the discrepancy usually occurs when the behavior of verbal humans is at issue, we urge behavior analysts to be conservative when extending the terms reinforcer and discriminative stimulus from the behavior of nonhumans in the laboratory to human behavior where the effects of many stimuli may depend in part on sophisticated verbal repertoires.

     

Empirical Applications of Skinner’s Analysis of Verbal Behavior with Humans

In Verbal Behavior, Skinner (1957) provided a conceptual framework and taxonomy for the controlling variables of language that defined independent verbal operants by their functional relations to antecedents and consequences (rather than by topography or meaning). Although professional interest in this area has recently increased within the behavior analytic community, Skinner''s conceptual framework may not yet have fully impacted the experimental literature. This quantitative review of the literature examined the studies on verbal behavior that were empirical in nature, concerned with human verbal behavior, and addressed at least one verbal operant (e.g., mand, tact, echoic, autoclitic, and/or intraverbal behavior) within the experiment. The results of this review suggest that a growing body of research exists to support many of the tenets of Skinner''s conceptualization and taxonomy but many areas of verbal behavior research have yet to be addressed. Continued research in this area is crucial for the development and implementation of effective verbal behavior interventions for people with disabilities.     

The Cultural Context of Cognition: What the Implicit Association Test Tells Us About How Culture Works1

This article employs evidence from a literature within social psychology on the malleability of scores on the Implicit Association Test (IAT), a measure that is widely used to assess implicit attitudes, and other implicit cognition measures, to provide a theoretical framework for incorporating implicit processes into sociological accounts of culture. Studies from this literature demonstrate the fundamentally contextual and interactional nature of implicit cognition; that is, how the cultural environment shapes the activation of cognitive associations. Understanding how culture works to influence behavior requires attention to the interaction between the cultural environment—including symbols and media, place, situations, and networks—and cognitive representations. Using this theoretical framework, I discuss how evidence from the sociology of culture regarding the nature of this cultural environment can inform our understanding of culture in action.     

Aspects of conversational style—linguistic versus behavioral analysis

Skinner’s functional analysis of verbal behavior has been contrasted with formal linguistic analysis which studies the grammatical structure and “meaning” of verbal response-products, regardless of the circumstances under which they are produced. Nevertheless, it appears that certain areas of linguistic analysis are not entirely structural. In her recent books That’s Not What I Meant (1986) and You Just Don’t Understand (1990), the linguist Deborah Tannen purports to explain how people exhibit different “conversation styles”—that is, how they speak and achieve effects on listeners in different ways. There are indications, however, that the linguistic model may not be the most functional and precise one that could be used in analyzing conversational style. This paper takes concepts presented in Deborah Tannen’s book That’s Not What I Meant (1986), analyzes them from a linguistic and a behavioral perspective, and compares the relative utility of the two approaches.

     

A Behavioral Conceptualization of Aphasia

Aphasia is an acquired language impairment that affects over 1 million individuals, the majority of whom are over age 65 (Groher, 1989). This disorder has typically been conceptualized within a cognitive neuroscience framework, but a behavioral interpretation of aphasia is also possible. Skinner''s (1957) analysis of verbal behavior proposes a framework of verbal operants that can be integrated with the work of Sidman (1971) and Haughton (1980) to describe the language difficulties individuals with aphasia experience. Using this synthesis of models, we propose a new taxonomy of aphasia based on the observed deficit relations. Assessment and treatment implications are also discussed.     

Comparing topography-based verbal behavior with stimulus selection-based verbal behavior

Michael (1985) distinguished between two types of verbal behavior: topography-based and stimulus selection-based verbal behavior. The current research was designed to empirically examine these two types of verbal behavior while addressing the frequently debated question, Which augmentative communication system should be used with the nonverbal developmentally disabled person? Four mentally retarded adults served as subjects. Each subject was taught to tact an object by either pointing to its corresponding symbol (selection-based verbal behavior), or making the corresponding sign (topography-based verbal behavior). They were then taught an intraverbal relation, and were tested for the emergence of stimulus equivalence relations. The results showed that signed responses were acquired more readily than pointing responses as measured by the acquisition of tacts and intraverbals, and the formation of equivalence classes. These results support Michael’s (1985) analysis, and have important implications for the design of language intervention programs for the developmentally disabled.

     

An Analysis of Verbal Stimulus Control in Intraverbal Behavior: Implications for Practice and Applied Research

A common characteristic of the language deficits experienced by children with autism (and other developmental disorders) is their failure to acquire a complex intraverbal repertoire. The difficulties with learning intraverbal behaviors may, in part, be related to the fact that the stimulus control for such behaviors usually involves highly complex verbal stimuli. The antecedent verbal control of intraverbal behavior may involve discriminative stimuli (i.e., discriminated operants), conditional stimulus control, and/or control by compound stimuli. Distinctions among these different types of antecedent control are presented, along with recommendations for intervention procedures that may facilitate the acquisition of intraverbal behavior.     

Teaching Tacting of Private Events Based on Public Accompaniments: Effects of Contingencies,Audience Control,and Stimulus Complexity

Our current understanding of the role of private events in the science of behavior is based largely on Skinner’s natural science interpretation of private events. Skinner described public accompaniments as one source of control for a verbal community to differentially reinforce verbal behavior regarding private events. In this study, we developed an experimental analogue to study variables influencing tacting of private events. The participant had exclusive access to one set of stimuli (the private stimuli), and the experimenter attempted to teach tacts for private stimuli based on their correspondence with public stimuli accessible to both the experimenter and participant. Results of experiments 1 and 2 demonstrated that reports of private stimuli were a function of degree of public-private correspondence, reinforcement contingency, and audience control. In some cases, we encountered reports controlled exclusively by public stimuli. Results of experiment 3 showed that public control was less likely when public stimuli were more complex and the experimenter had a unique behavioral history with respect to those stimuli that was not shared by the learner. The orderly patterns of data obtained suggest that analogue arrangements might be a useful, and even necessary, starting point for experimental investigations of how private events may enter into the analysis of behavior.     

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

Rule-governed behavior is generally considered an integral component of complex verbal repertoires but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rule-governed behavior in individuals who do not already display the repertoire. This study consists of two experiments that evaluated multiple exemplar training procedures for teaching a simple component skill, which may be necessary for developing a repertoire of rule-governed behavior. In both experiments, children with autism were taught to respond to simple rules that specified antecedents and the behaviors that should occur in their presence. In the first study, participants were taught to respond to rules containing "if/then" statements, where the antecedent was specified before the behavior. The second experiment was a replication and extension of the first. It involved a variation on the manner in which rules were presented. Both experiments eventually demonstrated generalization to novel rules for all participants; however variations to the standard procedure were required for several participants. Results suggest that rule-following can be analyzed and taught as generalized operant behavior and implications for future research are discussed.     

Social Behaviorism on Emotions: Mead and Modern Behaviorism Compared*

This paper presents George Herbert Mead's work on emotions from the perspective of social behaviorism and compares it with the modem behavioral analysis of emotions. The two positions are strikingly similar. The main difference between modern behaviorism and Mead's social behaviorism is that contemporary behaviorists have access to a larger empirical data base and more refined theoretical models than Mead had. The modern behavioral analysis of emotions confirms most of Mead's basic observations and expands upon them. Empirically oriented symbolic interactionists who identify with Mead's social behaviorism can benefit by drawing upon the extensive behavioral research and theories developed in the decades since Mead worked. In fact, there is an enormous potential for developing productive research and theory at the interface between Mead's social behaviorism and modem behaviorism in the study of emotions and most other social psychological topics.     

Antecedents and Consequences of Words

As instances of behavior, words interact with environments. But they also interact with each other and with other kinds of behavior. Because of the interlocking nature of the contingencies into which words enter, their behavioral properties may become increasingly removed from nonverbal contingencies, and their relationship to those contingencies may become distorted by the social contingencies that maintain verbal behavior. Verbal behavior is an exceedingly efficient way in which one organism can change the behavior of another. All other functions of verbal behavior derive from this most basic function, sometimes called verbal governance. Functional verbal antecedents in verbal governance may be extended across time and space when individuals replicate the verbal behavior of others or their own verbal behavior. Differential contact with different verbal antecedents may follow from differential attention to verbal stimuli correlated with consequential events. Once in place, verbal behavior can be shaped by (usually social) consequences. Because these four verbal processes (verbal governance, replication, differential attention, and verbal shaping) share common stimulus and response terms, they produce interlocking contingencies in which extensive classes of behavior come to be dominated by verbal antecedents. Very different consequences follow from verbal behavior depending on whether it is anchored to environmental events, as in scientific verbal practices, or becomes independent of it, as in religious fundamentalism.     

Explicit Verbal Sexual Consent Communication: Effects of Gender,Relationship Status,and Type of Sexual Behavior

Objectives: College students believe that they are supposed to be explicit and verbal in their sexual consent communication. We examined various contexts to determine when sexual consent is likely to be communicated explicitly and verbally. Method: We surveyed U.S. college students’ (n?=?707) sexual consent communication. Results: We identified contexts when explicit verbal consent cues are less likely—when the person is a woman, when the sexual relationship is casual, and when the sexual behavior is not vaginal-penile intercourse. Conclusions: If sexual consent is contextual, that means communicating consent should not ever be taken for granted.     

An Examination of the Communication Styles Associated with Psychopathy and Their Influence on Observer Impressions

Psychopathic individuals are characterized as “intra-species predators”—callous, impulsive, aggressive, and proficient at interpersonal manipulation. For example, despite their high risk for re-offending, psychopathic offenders often receive early release on parole. While reputed to be social chameleons, research suggests that even naive observers can accurately infer high levels of psychopathic traits in others with very brief exposures to behavior, but accuracy degrades with extended observation. We utilized a lens model approach to examine the communication styles (emotional facial expressions, body language, and verbal content) of offenders varying in levels of psychopathic traits using “thin slice” video clips of psychological assessment interviews and to reveal which cues observers use to inform their evaluations of psychopathy. Psychopathic traits were associated with more (a) Duchenne smiles, (b) negative (angry) emotional language, and (c) hand gestures (illustrators). Further, psychopathy was associated with a marked behavioral incongruence; when individuals scoring high in psychopathic traits engaged in Duchenne smiles they were also more likely to use angry language. Naïve observers relied on each of these valid behavioral signals to quickly and accurately detect psychopathic traits. These findings provide insight into psychopathic communication styles, opportunities for improving the detection of psychopathic personality traits, and may provide an avenue for understanding successful psychopathic manipulation.     

Equivalence class formation in non-hearing impaired children and hearing impaired children

The relationship between verbal behavior and stimulus equivalence was examined using three sets of children differing in chronological age and verbal ability: (1) non-hearing impaired three and four year olds who had verbal skills generally consistent with their chronological ages; (2) partially hearing (severe to profoundly deaf) children who were rated with verbal ages of above 2 years; and (3) partially hearing children (also severely to profoundly deaf) who were rated with verbal ages of below 2 years. All children were taught a series of four conditional discriminations using unfamiliar stimuli. The children were then tested to determine whether classes of equivalent stimuli had formed. Although all the children were able to learn the conditional discriminations equally well and all the verbally-able children (normal and partially hearing) formed equivalence classes, only one of the verbally-impaired children reliably demonstrated stimulus equivalence formation. These results are consistent with the suggestion that stimulus equivalence and human verbal behavior are closely related.

     

Priming from the pulpit: Extending regulatory focus theory to church services

The purpose of this research note is to extend a powerful cognitive psychology theory—regulatory focus theory—to a specific nonprofit organization: churches. We apply this theory to the design of church services to model how church leaders can structure services to enhance congregant experience and generate positive behavioral outcomes. We present an experiment utilizing 126 adult Americans as initial evidence for our framework. The results indicate that using appropriate regulatory focus priming strategies can increase congregant donations.     

Sequences of toddler negative emotion and parent–toddler verbal communication during a waking day

Although the second year of life is characterized by dramatic changes in expressive language and by increases in negative emotion expression, verbal communication and emotional communication are often studied separately. With a sample of twenty‐five one‐year‐olds (12–23 months), we used Language Environment Analysis (LENA; Xu, Yapanel, & Gray, 2009, Reliability of the LENA? language environment analysis system in young children’s natural home environment. LENA Foundation) to audio‐record and quantify parent–toddler communication, including toddlers’ vocal negative emotion expressions, across a full waking day. Using a multilevel extension of lag‐sequential analysis, we investigated whether parents are differentially responsive to toddlers’ negative emotion expressions compared to their verbal or preverbal vocalizations, and we examined the effects of parents’ verbal responses on toddlers’ subsequent communicative behavior. Toddlers’ negative emotions were less likely than their vocalizations to be followed by parent speech. However, when negative emotions were followed by parent speech, toddlers were most likely to vocalize next. Post hoc analyses suggest that older toddlers and toddlers with higher language abilities were more likely to shift from negative emotion to verbal or preverbal vocalization following parent response. Implications of the results for understanding the parent–toddler communication processes that support both emotional development and verbal development are discussed.