Analysis of Verbal Behavior最新文献

Defining Verbal Behavior: Two Conflicting Approaches. 定义言语行为：两种相互冲突的方法。

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Analysis of Verbal Behavior Pub Date : 2025-06-27 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-025-00217-x

Ted Schoneberger

{"title":"Defining Verbal Behavior: Two Conflicting Approaches.","authors":"Ted Schoneberger","doi":"10.1007/s40616-025-00217-x","DOIUrl":"https://doi.org/10.1007/s40616-025-00217-x","url":null,"abstract":"In Verbal Behavior, Skinner (1957) defined verbal behavior as \"behavior reinforced through the mediation of other persons\" (p. 2) in which the delivery of reinforcement has been \"conditioned precisely in order to reinforce the behavior of the speaker\" (p. 225). By contrast, as part of relational frame theory (RFT), S. C. Hayes and colleagues instead defined verbal behavior as \"the action of framing events relationally\" (Hayes, Fox, et al., 2001, p. 43). The central task of this article is to clarify and resolve or dismiss this definitional dispute. Specifically, I investigate the nature of this dispute by determining what kind of definition each offers. As a result, I conclude that Skinner's serves as a lexical definition-an assertion about the customary usage of the term verbal behavior (and its cognates). On the other hand, RFT's qualifies as a type of persuasive definition; namely, a hybrid possessing some features of both stipulative and lexical definitions. As such, I argue that the two definitions serve different goals and are, therefore, not in conflict. Given that juxtaposing these two disparate definitions constitutes an \"apples and oranges\" comparison, I conclude that this faux dispute requires no resolution. Instead, I propose its dismissal. Lastly, RFT's proponents raised three principal objections to Skinner's definition. The fact that the two definitions are not in conflict does not absolve Skinner's definitions of these objections. Therefore, after reviewing these three arguments, I offer counterarguments and conclude that Skinner's definition survives largely unscathed.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"117-149"},"PeriodicalIF":0.7,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283499/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preliminary Analysis of Rule Explicitness on Instructional Control in Immediate and Delayed Contingencies. 即时与延迟伴变教学控制规则明确性初探。

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Analysis of Verbal Behavior Pub Date : 2025-06-25 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-025-00216-y

Jesús Alonso-Vega, Viktória Fellingerová, Gladis-Lee Pereira, Victor Estal-Muñoz, Amalie Akerø Hylland

{"title":"Preliminary Analysis of Rule Explicitness on Instructional Control in Immediate and Delayed Contingencies.","authors":"Jesús Alonso-Vega, Viktória Fellingerová, Gladis-Lee Pereira, Victor Estal-Muñoz, Amalie Akerø Hylland","doi":"10.1007/s40616-025-00216-y","DOIUrl":"https://doi.org/10.1007/s40616-025-00216-y","url":null,"abstract":"Rules can enable individuals to effectively bypass some of the unavoidable outcomes associated with delayed reinforcers. This exploratory study analyzes how varying levels of rule explicitness affect instructional control under immediate and delayed contingencies. Through four studies, the impact of rule explicitness on verbal antecedent control over responses was explored. The initial study established a baseline of behavior controlled by immediate contingencies for all participants. The second study introduced an implicit rule, which did not modify the behavioral patterns found in the previous study. Conversely, in the third study, an explicit rule substantially influenced behavior toward long-term contingencies for most participants. The fourth study confirmed these findings. Results show that explicit rules more effectively influence behavior, although this effect was not consistent across all participants. These preliminary results should be seen as an early step toward a deeper analysis of immediate and delayed contingencies in rule-governed behavior.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"101-116"},"PeriodicalIF":0.7,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Acquisition of Secondary Targets During Tact and Intraverbal Instruction With Instructive Feedback. 有指导性反馈的机智和语内教学中次要目标的习得。

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Analysis of Verbal Behavior Pub Date : 2025-06-25 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-025-00215-z

Breanna K Anderson, Katie M Wiskow

{"title":"Acquisition of Secondary Targets During Tact and Intraverbal Instruction With Instructive Feedback.","authors":"Breanna K Anderson, Katie M Wiskow","doi":"10.1007/s40616-025-00215-z","DOIUrl":"https://doi.org/10.1007/s40616-025-00215-z","url":null,"abstract":"Instructive feedback is a procedure that introduces additional stimuli before or after a learning trial and can result in the acquisition of stimuli not directly taught. Further research may help us better understand the conditions under which instructive feedback is effective and preferred. In the present study, the experimenters presented intraverbal instructive feedback during tact and intraverbal teaching and compared the rate of acquisition for primary and secondary targets with a 6-year-old autistic child. The experimenters evaluated preference for learning method with a concurrent-chains procedure. Finally, the experimenters measured the frequency of echoics during teaching sessions. The tact and intraverbal conditions resulted in similar acquisition of primary and secondary targets, and the participant reported a preference for the tact condition. Further, there was initially a higher frequency of echoics to the primary target. As acquisition increased toward mastery, there were fewer echoics to the primary target and higher echoics to the secondary target. These results suggest that overt echoic behavior may facilitate the acquisition of secondary targets for some learners and demonstrate how clinicians may provide the learner with a choice of teaching strategies.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-025-00215-z.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"40-56"},"PeriodicalIF":0.7,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Use of Partial Textual Stimuli within an Interactive Task for Increasing Reports of Past Behavior with a Child with Autism. 在互动任务中使用部分文本刺激增加自闭症儿童过去行为的报告。

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Analysis of Verbal Behavior Pub Date : 2025-06-24 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-025-00218-w

Masyn S McWilliams, Robbie J Hanson

引用次数: 0

A Comparison of Training Procedures on the Emergence of Intraverbal-Tacts. 语内策略产生的训练程序比较。

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Analysis of Verbal Behavior Pub Date : 2025-03-03 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-024-00214-6

Mary Halbur, Tiffany Kodak, Jessi Reidy

{"title":"A Comparison of Training Procedures on the Emergence of Intraverbal-Tacts.","authors":"Mary Halbur, Tiffany Kodak, Jessi Reidy","doi":"10.1007/s40616-024-00214-6","DOIUrl":"10.1007/s40616-024-00214-6","url":null,"abstract":"Vocal exchanges are often comprised of responses under multiple sources of stimulus control. For example, a picture may contain multiple components, and an instructor may ask a learner to respond differentially to questions about the picture (e.g., \"who,\" \"what,\" \"where,\" \"color,\" \"number,\" \"shape\"). The format of teaching may affect the development of verbal behavior under multiple sources of stimulus control. Therefore, the present investigation compared teaching stimuli in isolation to teaching with compound stimuli on the emergence of verbal behavior to evaluate methods that assist with correctly answering questions about compound stimuli. This study used a translational model with undergraduate students in Experiment 1 and replicated the procedures with a child with autism spectrum disorder in Experiment 2. Probes of untrained speaker and listener relations were conducted prior to training and following the emergence of the multiply controlled intraverbal tacts. Results show limited differences in the impact of training stimuli on acquisition and emergence. Results also show trial arrangements that may promote the emergence of untrained verbal relations. Potential clinical applications and suggestions for future research are discussed.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-024-00214-6.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 2","pages":"379-402"},"PeriodicalIF":0.7,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding Echoics: Identifying Predictive Indicators of Vocal Imitation. 理解回声：识别声音模仿的预测指标。

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Analysis of Verbal Behavior Pub Date : 2024-12-10 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-024-00213-7

Lee Mason, Alexis Bolds, Maeve Gavagan, Chris Ninness

{"title":"Understanding Echoics: Identifying Predictive Indicators of Vocal Imitation.","authors":"Lee Mason, Alexis Bolds, Maeve Gavagan, Chris Ninness","doi":"10.1007/s40616-024-00213-7","DOIUrl":"10.1007/s40616-024-00213-7","url":null,"abstract":"A growing body of literature supports the use of echoic prompts toward conditioning other functional language skills. However, many individuals with autism spectrum disorder do not emit echoic behavior. Identifying the prerequisite skills of an echoic repertoire may be beneficial for intervention planning and clinical decision making. A chart review was conducted for 118 patients with autism who received early intensive behavioral intervention. We examined the Level 1 scores on the Verbal Behavior Milestones Assessment and Placement Program (Sundberg, 2014) for all patients. Using their scores on the echoic skills subtest as a dependent variable, we ran a binomial logistic regression in which the remaining eight domains, along with age and sex, served as independent variables. Our logistic regression model was statistically significant: X 2 (10) = 109.61, p < .001. The model explained 86.0% of the variance in echoic verbal behavior and correctly classified 95.8% of cases. Patients who demonstrated a mand repertoire were greater than 3.5 times more likely to also exhibit an echoic repertoire. Additionally, vocal play and motor imitation were associated with an increased ability to echo. Using binomial logistic regression, we identified three predictors influencing the echoic behavior of children with autism. Patients who demonstrated these three skills were statistically significantly more likely to echo the vocal verbal behavior of others. Additional research is now needed to confirm a functional relationship between each of these predictors and echoic control.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"84-100"},"PeriodicalIF":0.8,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283487/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Review of the Environmental Variables Included in Mand Training Interventions. 管理培训干预中包含的环境变量综述。

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Analysis of Verbal Behavior Pub Date : 2024-12-06 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-024-00211-9

Meka N McCammon, Katie Wolfe, Aaron R Check

{"title":"A Review of the Environmental Variables Included in Mand Training Interventions.","authors":"Meka N McCammon, Katie Wolfe, Aaron R Check","doi":"10.1007/s40616-024-00211-9","DOIUrl":"10.1007/s40616-024-00211-9","url":null,"abstract":"Deficits in communicating one's wants and needs can have significant and detrimental effects on quality of life. Particularly for individuals with autism spectrum disorder (ASD) and other related disabilities, manding is a pivotal skill that influences long-term prognosis. Mand training is complex and relies on several components to facilitate acquisition. Various approaches have been developed to target this pivotal repertoire; however, it is unknown if there are common elements, or \"critical components,\" among interventions. Identifying these components may support the design of mand training interventions for young children that are efficient and effective. In this systematic review, we synthesized the characteristics of 118 participants included in 45 single-case studies teaching preschool-aged children to mand. Findings indicated that most studies conduct preference assessments to inform target selection, manipulate motivating operations, and deliver specific reinforcement following the emission of the mand. This review reveals a gap in observing behavioral indication, teaching under both establishing operation (EO) and abolishing operation (AO) conditions, and failure to observe interactions with the consequent stimulus. Overall, the results suggest differences in the variables included in mand training interventions and those critical to acquisition of a functional mand repertoire cannot be determined. We discuss implications and directions for future research.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-024-00211-9.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 2","pages":"345-378"},"PeriodicalIF":0.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Preliminary Investigation into Teaching Adolescents with Autism to Use Apps to Solve Problems. 自闭症青少年应用软件解决问题教学的初步调查

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Analysis of Verbal Behavior Pub Date : 2024-12-04 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-024-00212-8

Sarah E Frampton, Judah B Axe

{"title":"A Preliminary Investigation into Teaching Adolescents with Autism to Use Apps to Solve Problems.","authors":"Sarah E Frampton, Judah B Axe","doi":"10.1007/s40616-024-00212-8","DOIUrl":"https://doi.org/10.1007/s40616-024-00212-8","url":null,"abstract":"Technology offers exciting possibilities for instruction with learners with autism spectrum disorder (ASD), but limited research has evaluated the use of web-based applications (apps) as learning tools for this population. We wondered if using apps would function as a precurrent response to solve problems in the form of questions on a worksheet. Participants were two adolescents with ASD, Phoebe and Gavin. We taught them to use map, weather, and clock apps to answer questions about distance, temperature, and time on a worksheet (e.g., \"What time is it in Cairo?\"). The cities varied to ensure the answers were always unknown. Training occurred for one app at a time in the manner of a multiple baseline design across behaviors. Training steps were progressively introduced to evaluate the components necessary for app use. Gavin progressed quickly through training with the first app and then demonstrated generalization across novel questions (i.e., with different cities), apps, and response modalities (i.e., answering vocally). Phoebe required more intensive training than Gavin, and eventually demonstrated generalization across novel questions. We discuss the implications of expanding technology-based problem-solving skills by applying Skinner's (1957; 1984) analysis.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-024-00212-8.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"26-39"},"PeriodicalIF":0.7,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283500/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Nonarbitrary Temporal Relational Responding in Adolescents with Autism. 自闭症青少年非任意时间关系反应教学。

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Analysis of Verbal Behavior Pub Date : 2024-11-11 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-024-00210-w

Deirdre Barry, Jacob Neufeld, Ian Stewart

{"title":"Teaching Nonarbitrary Temporal Relational Responding in Adolescents with Autism.","authors":"Deirdre Barry, Jacob Neufeld, Ian Stewart","doi":"10.1007/s40616-024-00210-w","DOIUrl":"10.1007/s40616-024-00210-w","url":null,"abstract":"According to relational frame theory (RFT), temporal relational responding is key to important repertoires, including sequencing, ordering, planning, and time understanding. Previous studies have taught several other varieties of relational responding (e.g., comparison, deictics) but relatively little work has been done in the case of temporal relational responding. The present study aimed to assess existing temporal relational responding skills in three autistic adolescents and to evaluate the efficacy of an RFT-based multiple exemplar training (MET) procedure to teach nonarbitrary (physically based) temporal relations, which constitute an important foundation for derived temporal relations. Results indicated that all participants achieved mastery (100% across two sessions) for nonarbitrary temporal relations following MET. During post-training phases, each of the participants maintained performance 2 and 4 weeks later, and the skill was extended to two novel data sets (100% accuracy).Supplementary information: The online version contains supplementary material available at 10.1007/s40616-024-00210-w.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 2","pages":"135-152"},"PeriodicalIF":0.7,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925838/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Verbal Mediation During Auditory Equivalence Class Formation Using Go/No-Go Successive Matching-to-Sample. 使用Go/No-Go连续匹配样本的听觉对等类形成中的言语中介。

IF 0.8

Analysis of Verbal Behavior Pub Date : 2024-09-30 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-024-00209-3

Charles S Dingus, Robbie J Hanson, Caio F Miguel, Sydney Stern, Denys Brand

{"title":"Verbal Mediation During Auditory Equivalence Class Formation Using Go/No-Go Successive Matching-to-Sample.","authors":"Charles S Dingus, Robbie J Hanson, Caio F Miguel, Sydney Stern, Denys Brand","doi":"10.1007/s40616-024-00209-3","DOIUrl":"10.1007/s40616-024-00209-3","url":null,"abstract":"Successive matching-to-sample (S-MTS) with a go/no-go response requirement has previously produced equivalence classes with nonverbal auditory stimuli among college students. When participants are required to talk aloud during posttests (protocol analysis), their verbal behavior tends to match their selection performance. However, in some cases, the protocol analysis seems to interfere with posttests, in that equivalence yields are lower when participants are required to talk aloud. Thus, the current study replicated and extended previous research by requiring participants to complete emergence posttests before introducing training for the protocol analysis. Subsequently, participants completed one additional block of the transitivity/equivalence posttest with the talk-aloud requirement. Additionally, participants completed tact and intraverbal tests following emergence posttests to further assess possible verbal-mediation strategies. The results showed that six of eight college students formed equivalence classes, suggesting that previous failures could have been influenced by the talk-aloud requirement. Further, there was a positive correlation between verbal and nonverbal (selection) responses suggesting the possibility that verbal mediation may have contributed to equivalence-class formation.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"11-25"},"PeriodicalIF":0.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283498/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0