The Analysis of Correspondence Training as a Chain Reinforceable at Any Point

Paniagua, Freddy A.; Baer, Donald M.

doi:10.2307/1129393

Cited by 49 publications

(30 citation statements)

References 6 publications

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“…The only students who met self-set standards were those whose goal setting had been made public; their mean posttest scores were 21/2 times greater than those of the other groups (cf. Risley & Hart, 1968;Paniagua & Baer, 1982).…”

Section: Agencies Of Instructionmentioning

confidence: 99%

Discrimination Theory of Rule‐governed Behavior

Cerutti

1989

J Exper Analysis Behavior

158

114

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In rule-governed behavior, previously established elementary discriminations are combined in complex instructions and thus result in complex behavior. Discriminative combining and recombining of responses produce behavior with characteristics differing from those of behavior that is established through the effects of its direct consequences. For example, responding in instructed discrimination may be occasioned by discriminative stimuli that are temporally and situationally removed from the circumstances under which the discrimination is instructed. The present account illustrates properties of rule-governed behavior with examples from research in instructional control and imitation learning. Units of instructed behavior, circumstances controlling compliance with instructions, and rule-governed problem solving are considered.

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Section: Agencies Of Instructionmentioning

confidence: 99%

Discrimination Theory of Rule‐governed Behavior

Cerutti

1989

J Exper Analysis Behavior

158

114

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“…Naming is one of the three types of speaker-as-own-listener behaviors that have been identified experimentally: (a) Naming (e.g., Greer, Stolfi, Chavez-Brown, & Rivera-Valdes, 2005), (b) self-talk involving rotating speaker and listener responses aloud (e.g., Lodhi & Greer, 1989), and (c) correspondence between saying and doing (e.g., Paniagua & Baer, 1982;Rogers-Warren & Baer, 1976 Each of these types of speaker-as-ownlistener repertoires are important and probably interrelated, but in this paper we focus on Naming as a key developmental stage. We argue that when children acquire Naming, their language expands exponentially from incidental observation.…”

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confidence: 99%

A Rose by Naming: How We May Learn How to Do It

Greer

Longano

2010

Analysis Verbal Behav

103

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Naming appears to be the source of the explosion in language development and involves the integration of the initially separate listener and speaker responses. This integration has a role in the development of reading, writing, and the following and construction of verbal algorithms that make types of complex human behavior possible. Considerable research has investigated the role of Naming in the emergence of derived relations. Recent research has also investigated the emergence of Naming itself. We describe these experiments and the experiences that function to induce Naming. We also describe evidence about preverbal developmental cusps that are foundational to the emergence of Naming and the evidence on its reinforcement sources. The isolation of the role of the environment in the emergence of Naming identifies stimuli that were said to be missing in accounts that were critical of Skinner's (1957) account of verbal behavior. These arguments purported that the phenomenon was not attributable to learning because of the ''poverty of the stimulus.'' Some of the relevant stimuli now appear to be identified.

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“…Portions of the data from 4 subjects were summarized previously in Bernstein (1986). Correspondence should be addressed to Daniel Bernstein,209 Burnett Hall, University of Nebraska-Lincoln, Lincoln, Nebraska 68588-0308. and conceptual development in this area now recognizes potential relations between many different parts of the parallel verbal and nonverbal chains of behavior (Paniagua & Baer, 1982;Rogers-Warren & Baer, 1976). Catania, Matthews, and Shimoff (1982) found that shaped verbal responses maintain better control over nonverbal behavior than does instructed verbal behavior, so a complete account of correspondence must analyze the establishment or synthesis of the verbal responses (cf.…”

mentioning

confidence: 99%

The Utility of Verbal and Behavioral Assessments of Value

Bernstein

Michael

1990

J Exper Analysis Behavior

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Subjects lived in a laboratory apartment for up to 30 days, engaging in ordinary activities such as reading, sewing, and artwork. The amount of time devoted to each activity was recorded and compared with periodic verbal ratings of the amount of time devoted to the activities. The verbal and observational assessments of the time distribution were very similar, but there were some discrepancies. Based on self-reports and on observation of time actually devoted to the activities, contingencies were arranged in which time devoted to one activity produced time available for a second activity. When the contingency relation was based on behavioral assessment, predictions of time redistribution were more accurate than when the relations were based on verbal assessment. The close correspondence between observed distributions of time and verbally assessed distributions was probably due to the well-specified situation and rigorous assessment methods. Contrary to some cognitive-behavioral accounts, the contingency results suggest that verbal assessment is not necessarily preferable to observation when the two make discrepant predictions. It is suggested that verbal reports might be used more often in behavior analysis in place of lengthy or difficult observations, and attention is drawn to a personality model that parallels important components of behavior analysis.

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The Analysis of Correspondence Training as a Chain Reinforceable at Any Point

Cited by 49 publications

References 6 publications

Discrimination Theory of Rule‐governed Behavior

Discrimination Theory of Rule‐governed Behavior

A Rose by Naming: How We May Learn How to Do It

The Utility of Verbal and Behavioral Assessments of Value

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