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.     

The Importance of Form in Skinner’s Analysis of Verbal Behavior and a Further Step

A series of quotes from B. F. Skinner illustrates the importance of form in his analysis of verbal behavior. In that analysis, form plays an important part in contingency control. Form and function complement each other. Function, the array of variables that control a verbal utterance, dictates the meaning of a specified form; form, as stipulated by a verbal community, indicates that meaning. The mediational actions that shape verbal utterances do not necessarily encounter their controlling variables. These are inferred from the form of the verbal utterance. Form carries the burden of implied meaning and underscores the importance of the verbal community in the expression of all the forms of language. Skinner''s analysis of verbal behavior and the importance of form within that analysis provides the foundation by which to investigate language. But a further step needs to be undertaken to examine and to explain the abstractions of language as an outcome of action at an aggregate level.     

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.

     

Effect of training different classes of verbal behavior to decrease aberrant verbal behavior

Inappropriate verbal behavior that is labeled "psychotic" is often described as insensitive to environmental contingencies. The purpose of the current study was to establish different classes of rational or appropriate verbal behavior in a woman with developmental disabilities and evaluate the effects on her psychotic or aberrant vocal verbal behavior. Similar to a previous study (Arntzen, Ro Tonnessen, & Brouwer, 2006), the results of the current study suggested that the procedure helped to establish a repertoire of appropriate functional vocal verbal behavior in the participant. Overall, the results suggested the effectiveness of an intervention based on training various classes of verbal behavior in decreasing aberrant verbal behavior.     

Meaning and Verbal Behavior in Skinner's Work from 1934 to 1957

This paper explores the historical development of Skinner''s treatment of meaning from 1930 to 1957. Twelve papers published between 1934 and 1957, and parts of The Behavior of Organisms and Science and Human Behavior related to verbal behavior, were analyzed. Before 1945 meaning was taken as a property of the verbal response, and from 1945 on, meaning was supposed to be found among the determiners of a verbal response. We argue that these different conceptions of meaning were related to distinct aspects of Skinner''s explanatory system. Finally, the notion of meaning presented by Skinner in 1945 is related to the theoretical breakthrough represented by Skinner''s assertion of the three-term contingency. This idea permitted verbal behavior to be analyzed in terms of its functions.     

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 Impact of Verbal Satiation on Adolescent Sex Offenders

Various treatment techniques have been implemented in the attempt to modify atypical sexual interests of adolescent sex offenders. The current exploratory study was designed to measure the effectiveness of verbal satisfaction, one component used in an outpatient, cognitive-behavioral treatment program. Data are presented on 15 adolescent sexual offenders against children. Results indicated that there was an overall decrease in deviant arousal after eight verbal satiation sessions as measured by penile plethysmography pre- and post-treatment. These preliminary findings are suggestive that verbal satisfaction can be effective in reducing deviant arousal for some adolescents.     

Effects of differential reinforcement and rules with feedback on preference for choice and verbal reports

We evaluated the effects of differential reinforcement and accurate verbal rules with feedback on the preference for choice and the verbal reports of 6 adults. Participants earned points on a probabilistic schedule by completing the terminal links of a concurrent-chains arrangement in a computer-based game of chance. In free-choice terminal links, participants selected 3 numbers from an 8-number array; in restricted-choice terminal links participants selected the order of 3 numbers preselected by a computer program. A pop-up box then informed the participants if the numbers they selected or ordered matched or did not match numbers generated by the computer but not displayed; matching in a trial resulted in one point earned. In baseline sessions, schedules of reinforcement were equal across free- and restricted-choice arrangements and a running tally of points earned was shown each trial. The effects of differentially reinforcing restricted-choice selections were evaluated using a reversal design. For 4 participants, the effects of providing a running tally of points won by arrangement and verbal rules regarding the schedule of reinforcement were also evaluated using a nonconcurrent multiple-baseline-across-participants design. Results varied across participants but generally demonstrated that (a) preference for choice corresponded more closely to verbal reports of the odds of winning than to reinforcement schedules, (b) rules and feedback were correlated with more accurate verbal reports, and (c) preference for choice corresponded more highly to the relative number of reinforcements obtained across free- and restricted-choice arrangements in a session than to the obtained probability of reinforcement or to verbal reports of the odds of winning.     

The effect of verbal content on children's encoding of paralinguistic affect

This study examines the accuracy with which 6th-grade children communicate affect as a function of consistency and inconsistened between the verbal and paralinguistic channels. Accuracy was determined by comparing the level of affect that children intended to encode with ratings made by judges. Two independent variables were manipulated: (1) literal content of the child's verbal message (positive/negative), and (2) encoder's intended level of vocal intonation (extremely unfriendly, moderately unfriendly, neutral, moderately friendly, and extremely friendly). The hypothesis that paralinguistic encoding would be more accurate when literal content and intended affect are consistent (rather than inconsistent) was confirmed. The hypothesis that positive verbal/negative paralinguistic inconsistenc would bet more accurately encoded than negative verbal/positive paralinguistic inconsistency was also confirmed. Also, male children were more accurate encoders than female children.The authors appreciate the assistance of Linda B. Brideau in dealing with statistical problems in this study.The research was supported by the Wisconsin Research and Development Center for Cognitive Learning of the University of Wisconsin-Madison, by funds from the National Institute of Education, Department of Health, Education, and Welfare (Center Contract No. NE-00-3-0065).     

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.

     

A Comparison of Topography-based and Selection-based Verbal Behavior in Typically Developed Children and Developmentally Disabled Persons with Autism

This study is a replication of Sundberg and Sundberg (1990) that compared topography-based verbal behavior with selection-based verbal behavior in terms of acquisition, accuracy, and testing for the emergence of a new verbal relation. Participants were three typical children and three developmentally disabled persons with autism. The study sought to determine which paradigm (topography-based or selection-based) resulted in more rapid acquisition of tacts and intraverbals, which was associated with the fewest errors, and which paradigm resulted in the emergence of the highest number of new verbal relations. The results of the study showed that the six participants performed quite differently from one another. Most importantly, the results from the person with autism contradicted previous findings favoring selection-based verbal behavior over topography-based approaches for teaching verbal behavior to low-functioning individuals.     

The Use of the NICHD Protocol to Enhance the Quantity of Details Obtained from Children with Low Verbal Abilities in Investigative Interviews: A Pilot Study

ABSTRACT

This study explored the impact of the NICHD protocol to enhance the quantity and content of details reported by children with low verbal abilities. Thirty-four children aged from 6 to 14 were interviewed following their experience of sexual abuse. Half the interviews were conducted using the NICHD protocol. Results indicate that NICHD interviews contained more open-ended prompts and more details overall. Open-ended invitations yielded significantly more detailed responses than did closed-ended questions for both children with low and average verbal abilities. Although children with low verbal abilities provided fewer details than children with average verbal abilities, the NICHD protocol helped them provide detailed responses containing the core elements of the sexual abuse.     

Exploring the Intention to React to Aggressive Action Among Israeli Adolescents

The aim of the current study was to explore male and female adolescents' intentions to react to verbal and physical aggression issued by other males and females of the same age. The study is based on a sample of 292 male and female adolescents from 12 classes in four schools in northern Israel, two junior‐high and two high‐schools, 46.7% were males and 53.3% females. Sixteen short scenarios were presented to the interviewees, consisting of eight verbal provocations (four by males and four by females) and eight physical provocations. The results indicated that girls and boys perceived provocation differently. Males are more “gender oriented,” whereas girls are more “content oriented,” Males attend more to details of physical aggression, whereas females to details of verbal aggression. Yet, males are most concerned with the gender of the provocateur, whereas females are more attentive to the severity of the provocation, thus differentiating between verbal and physical forms of provocation, as representing different levels of attack, and within each form, differentiating along a continuum of severity of the attack. The results are discussed within the theoretical framework of reactive aggression.     

A Functional Analysis of Gestural Behaviors Emitted by Young Children With Severe Developmental Disabilities

Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (Sigafoos et al., 2000). This study examined the effectiveness of a functional analysis methodology to identify the variables responsible for gestures emitted by 2 young children with severe developmental disabilities. Potential verbal operants for each participant were functionally analyzed using a multi-element design. Results indicate that gestures were maintained by access to tangible items or the delivery of information about novel stimuli. This study extends the use of functional analysis to identify conditions under which children with developmental disabilities emit gestural verbal behavior.     

Erratum to: Token Reinforcement of Verbal Responses Controlled by Temporally Removed Verbal Stimuli

In the present study we examined the effects of token reinforcement on the convergent control of immediate and temporally removed verbal stimuli over the verbal behavior of three school-age children with autism who showed specific deficits in intraverbal responding. Throughout the study, participants were systematically introduced to a series of visitors to a university-based autism center, and subsequently probed for information about the visitor they had most recently met. Results show that contingent token reinforcement was effective at establishing control by temporally removed verbal stimuli.     

Do Actions Speak Louder Than Words? Preschool Children's Use of the Verbal-Nonverbal Consistency Principle During Inconsistent Communications

The present study investigated whether preschool children could use the conventional actions speak louder than words principle (or the verbal-nonverbal consistency principle) to process information in situations where verbal cues contradict nonverbal cues. Three-, 4-, and 5-year-olds were shown a video in which an actor drank a beverage and made a verbal statement (e.g., I like it) that was inconsistent with her emotional expression (e.g., frowning), and were asked whether the actor liked or disliked the beverage. If children used the verbal-nonverbal consistency principle, they should respond according to the information conveyed by the actor's emotional expression. Results showed that when the message was more naturalistic, the majority of children tended to respond based on the actor's verbal message. However, when the inconsistency between the verbal and nonverbal messages was made salient, more children appeared to rely on the nonverbal cue. Younger children's reliance on verbal cues reported in previous research may be partly explained by the salience of the verbal message.     

Stimulus-Modeling (SM) Videotape for Marital Counseling: Method and Application*

The development of a classification system for analysis of specific verbal marital communications utilizing videotaped Stimulus-Modeling procedures is described. This instrument is applied to a study measuring the relative effects of modeling, modeling plus videotape feedback, and verbal counseling procedures on 30 couples seen in marital counseling. The Stimulus-Modeling (SM) tape portrays both functional and dysfunctional marital communicational patterns. Findings reveal that specific marital verbal behaviors can be operationalized and reliably measured. When these behaviors are depicted through modeling procedures and combined with videotape feedback, they are effective in changing specific problematic verbal behaviors. The results indicate the need to combine modern technology with modeling procedures in marital counseling.     

Post-session verbal reports and the experimental analysis of behavior

The Analysis of Verbal Behavior - Experimental analyses of the performance of verbal subjects often include verbal reports, obtained during post-session interviews, about within-session covert...