Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

The purpose of this project was to demonstrate untrained vocal requests in three adults with severe developmental disabilities. Specifically, we evaluated whether a history of reinforced relational responding would give rise to untrained vocal requests for novel items. Participants were first taught to request preferred items using their category names. They were then taught conditional discriminations between pictures of preferred items that were categorically related. Finally, participants were tested for their abilities to request items that had not been originally presented during request training, using their category names. All participants demonstrated untrained requests, and for some participants, changes in the mand repertoire were accompanied by changes in the tact repertoire. Some participants also showed generalization of skills across settings.     

The effect of joint control training on the acquisition and durability of a sequencing task

Gutierrez (2006) experimentally demonstrated the effects of joint control and particularly the role of response mediation in the sequencing behavior of adults using an unfamiliar language. The purpose of the current study was to replicate and extend the procedures used by Gutierrez by comparing the effects of joint control training with the effects of a prompt-and-fade procedure on the acquisition of a sequencing task. The effects of each procedure on delayed sequencing behavior were also tested. Ten undergraduate students participated in 2 experiments. The results indicated that all participants acquired the sequencing response in fewer trials and maintained accurate delayed responding when the component responses necessary for joint control were directly taught. Finally, when the self-echoic mediation component was blocked, accurate responding deteriorated in 8 of 10 participants.     

The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction

We tested the effect of multiple exemplar instruction on the transfer of stimulus function for unfamiliar pictures across listener responses (i.e., matching and pointing) and speaker responses (i.e., pure tacts and impure tacts). Three preschool students, who were 3- and 4-year-old males and did not have the listener to speaker component of the naming repertoire, participated in the experiment. The dependent variable was numbers of correct responses to probe trials of both untaught listener responses (“point to__”) and speaker responses (tact and impure tacts) following mastery of matching responses for two sets of five unfamiliar pictures (Set 1 and Set 3). After each participant mastered matching (e.g., “match Labrador”) for Set 1 pictures they were probed on the three untaught responses to Set 1 words. That is, they were asked to point to Labrador, tact the picture of Labrador, and respond to the picture of a Labrador and the question “What is this?” Next, the participants were taught mastery of all four types of responses using MEI for a second set of five pictures (Set 2) and probed again on the 3 untaught Set 1 responses. Finally, matching responses were taught to mastery for a novel set of pictures (Set 3) and then probed on the three untaught responses. The results showed that untaught speaker responses emerged at 60% to 85% for two participants, and 40%–70% for one participant. We discuss the role of instructional history in the development of the listener to speaker component of naming.     

The Effects of Auditory Tact and Auditory Imagining Instructions on the Emergence of Novel Intraverbals

The current research investigated whether intraverbals would emerge following auditory tact instruction. Participants were first taught to tact auditory stimuli by providing the name of the item or animal that produces the sound (e.g., saying “eagle” when presented with the recording of an eagle cawing). Following test probes for simple intraverbals as well as intraverbal categorization participants were taught to tact what each auditory stimulus is (e.g., saying “caw” when presented with the recording of an eagle cawing). Following both tact instructional phases, the effects of an auditory imagining instruction procedure on target intraverbals were examined. Results indicate that following both tact instructional phases, intraverbals increased for three of four participants. Auditory imagining instruction was sufficient for two of four participants to reach mastery criterion, and two of four participants needed some direct instruction. Low covariation between simple intraverbal and categorization was also observed. Functional interdependence between tacts and intraverbals and the possible role of a conditioned hearing response are discussed.     

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.

     

Large-Scale Observational Evidence of Cross-Cultural Differences in Facial Behavior

Self-report studies have found evidence that cultures differ in the display rules they have for facial expressions (i.e., for what is appropriate for different people at different times). However, observational studies of actual patterns of facial behavior have been rare and typically limited to the analysis of dozens of participants from two or three regions. We present the first large-scale evidence of cultural differences in observed facial behavior, including 740,984 participants from 12 countries around the world. We used an Internet-based framework to collect video data of participants in two different settings: in their homes and in market research facilities. Using computer vision algorithms designed for this dataset, we measured smiling and brow furrowing expressions as participants watched television ads. Our results reveal novel findings and provide empirical evidence to support theories about cultural and gender differences in display rules. Participants from more individualist cultures displayed more brow furrowing overall, whereas smiling depended on both culture and setting. Specifically, participants from more individualist countries were more expressive in the facility setting, while participants from more collectivist countries were more expressive in the home setting. Female participants displayed more smiling and less brow furrowing than male participants overall, with the latter difference being more pronounced in more individualist countries. This is the first study to leverage advances in computer science to enable large-scale observational research that would not have been possible using traditional methods.     

The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction

In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant learning disabilities to test for acquisition of four autoclitic frames with novel tacts and mands before and after MEI. The untaught topographies emerged for all participants. In Experiment 2, we used a multiple probe design to test the effects of the MEI procedures on the same responses in four typically developing, bilingual students. The novel usage emerged for all participants. In the latter experiment, the children demonstrated untaught usage of mand or tact frames regardless of whether they were taught to respond in either listener or speaker functions alone or across listener and speaker functions. The findings are discussed in terms of the role of MEI in the formation of abstractions.     

Exercise can improve speed of behavior in older drivers

The main aim of this research was to study the effects of a specific exercise program on the speed of behavior of older adults during on-the-road driving. Twenty-six drivers (55-78 yr old) were randomly assigned to either an exercise group or a control group. The exercise program (3 sessions of 60 min/wk for 8 wk) incorporated tasks that induced the participants to respond quickly to challenging situations. On-the-road driving tasks (under single- and dual-task conditions) included measures of simple and choice reaction time, movement time, and response time. Significant positive effects were found at follow-up resulting from participation in the exercise program: Improvements were found for several measures in all driving tasks, and a composite score reflected a better general drivers' speed of behavior. These results show that exercise can enhance speed of behavior in older drivers and should therefore be promoted.     

Effects of Multiple Exemplar Training on the Emergence of Derived Relations in Preschool Children Learning a Second Language

We evaluated the facilitative effects of multiple exemplar training (MET) on the establishment of derived tact relations in typically developing children. A multiple-probe design across stimulus sets was implemented to introduce MET. Participants were first taught to conditionally relate dictated names in English to their corresponding objects (listener behavior; A-B relations), followed by tests for derived tacts (B-A relations). If participants failed these tests, MET was implemented whereby tact relations were explicitly taught with novel stimulus sets, followed by test probes with the original training set. MET continued with novel stimuli until participants met criterion for the emergence of derived tact relations or after exposure to three MET sets. Results indicated failed tests for tact relations following direct training in listener relations, and marked improvements in derived tact relations following MET across all participants.     

Constraining temptation: How specific and general rules mitigate the effect of personal gain on unethical behavior

Rules are often installed in order to constrain unethical behavior. Rules can be framed either in specific (“Don’t accepts gifts from clients.”) or general terms (“Don’t engage in conflicts of interest.”). The current investigation examines the effect of specific and general rules on unethical behavior and how this effect depends on personal gain resulting from the unethical behavior. The results of three preregistered experiments suggest that both specific and general rules counteract the increase in unethical behavior induced by high personal gain. Although the results were not fully consistent across all studies, specific rules appear more successful in doing this than general rules. In Studies 1 and 3, when personal gain from unethical behavior was (extremely) high, specific rules were more successful in reducing unethical behavior than were general rules. Results of Study 2 suggest that the larger effect of specific rules (compared to general rules) is caused by specific rules preventing people from engaging in moral rationalizations that justify their unethical behavior. A meta-analysis across all studies confirms this overall pattern. This research contributes to theory on rules, ethical codes, and the influence of personal incentives from unethical behavior.     

Using Mand Training to Establish an Echoic Repertoire in Young Children with Autism

The Analysis of Verbal Behavior - This research describes a method that initially establishes a mand repertoire as the first component in producing echoic and tact repertoires in young children...     

Listening Between Grown Children and Their Parents

With much listening research centered on problems in business and academic settings, listening in families has received less emphasis. This research project explored the perceptions of listening in a family environment. Interviews were conducted with a total of 85 participants, adult children who had children of their own and "still active" parents of adult children. They were asked to assess listening effectiveness in the parent/child relationships and to give reasons for their assessments. Several problems and reasons emerged, especially when specified controversial topics were involved. Some good listener techniques were also identified. In addition to the report on the research process, the authors have begun to formulate a set of principles for effective listening in the family context.     

Rule-following and human operant responding: Conceptual and methodological considerations

A conceptual analysis of rule-governed behavior, emphasizing pliance and tracking as functional classes of rule-following, is provided and related to previous methodological strategies in human operant research. A novel strategy, which utilizes a microcomputer to reinforce correspondences between subject guesses and responding, is proposed for the study of rule-following. Results from a preliminary demonstration of the procedures are reported briefly, and possible applications to the further analysis of rule-following are discussed.

     

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40:697–701, 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulus-response teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed.     

Does the sense of the geographic proximity of a requester influence donation? Three evaluations in field studies

It has been reported that familiarity or incidental similarities with a stranger influenced an individual’s behavior. However, the effect of the sense of geographical proximity believing that someone comes from the same area that somebody has never been examined. Three field experiments examined this effect on donations to humanitarian organizations. In the first study, participants were asked by a confederate to donate food products to a humanitarian organization. In Study 2, participants were asked by confederates to donate money for children. In Study 3, donation boxes were displayed in bakeries with a message that invited customers to donate money for children. In all the studies, participants were led to believe that they would be helping people in need or people who live in their national or local geographic area. Results showed that donations were higher in the geographical proximity condition. This “neighborhood effect” was discussed.     

Recombinative Generalization of Tacts Through Matrix Training with Individuals with Autism Spectrum Disorder

Foss (Journal of Experimental Psychology, 76, 450–459, 1968a; Journal of Experimental Psychology, 77, 341–344, 1968b) compared overlap and non-overlap instruction to promote recombinative response generalization using a matrix training procedure. In the present study, we used a similar set of procedures to teach tacting of kitchen items and prepositions (i.e., relational autoclitics) to three females ages 13–20, diagnosed with autism spectrum disorder. We taught some kitchen items/prepositions as tacts (e.g., “the strainer is to the right of the box”) according to a non-overlap instructional sequence. Subsequently, we taught more combinations in an overlap instructional sequence. Each training procedure was followed by probes of untrained relations. Two participants demonstrated recombinative generalization of untrained combinations following the first non-overlap phase, while the third participant demonstrated some response generalization of untrained relations after a few additional training sequences. All three participants demonstrated generalized tacting of object components while two participants showed generalized tacting of preposition components.     

AN EXPERIMENTAL INVESTIGATION OF RESEARCH TOURNAMENTS

Research tournaments are predicted to encourage R&D. Recent theoretical developments in research tournaments are grounded in search theory. Although the economic intuition behind tournaments is straightforward, computing equilibrium strategies is complex. The participants compute a stopping rule based on the number of participants, the prize and the cost of research. It is an empirical question whether agents will behave as predicted or will employ simple "rule of thumb" strategies such as taking a predetermined number of draws. This paper reports the results of a series of laboratory experiments designed to test the predictions of the search model of tournaments. ( JEL C9, D8)