Analysis of Verbal Behavior最新文献

Comparing Human Video Modeling to Animated Video Modeling for Learners with Autism. 自闭症学习者的真人视频建模与动画视频建模的比较。

IF 0.8

Analysis of Verbal Behavior Pub Date : 2025-11-12 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00224-y

Christopher Bloh, Lynn Bacon, Barbara Begel, Katherine Madara, Brianna Koller

{"title":"Comparing Human Video Modeling to Animated Video Modeling for Learners with Autism.","authors":"Christopher Bloh, Lynn Bacon, Barbara Begel, Katherine Madara, Brianna Koller","doi":"10.1007/s40616-025-00224-y","DOIUrl":"10.1007/s40616-025-00224-y","url":null,"abstract":"People with autism spectrum disorder (ASD) may have difficulty responding vocally with intraverbals and physically with motor imitation during conversations. Not responding with an appropriate word coupled with an absence of body language could compromise social opportunities. The literature lists scores of studies implementing human video modeling to increase skills of people with ASD but not much research has been conducted using animated video modeling (Kellems et al., 2020). This study compared human video modeling to animated videos to teach vocal intraverbal responding along with motor imitations of facial expression and body language to eight children with ASD. Seven of the eight participants acquired the target behaviors with one or both methods to some degree. Two participants demonstrated more of the target behaviors with the human video, three demonstrated more with the animated, and little difference in learning was observed for three participants. One participant only demonstrated target behaviors following the human video and another only demonstrated target behaviors following the animated video, suggesting that both methods could be effective and neither was conclusively superior.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 2","pages":"262-279"},"PeriodicalIF":0.8,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12711607/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145805935","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

Context and Meaning in Acts of Translation and Interpretation. 翻译与口译行为中的语境与意义。

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Analysis of Verbal Behavior Pub Date : 2025-09-15 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00223-z

Chiara Ferrari, Matthew Lewon

{"title":"Context and Meaning in Acts of Translation and Interpretation.","authors":"Chiara Ferrari, Matthew Lewon","doi":"10.1007/s40616-025-00223-z","DOIUrl":"10.1007/s40616-025-00223-z","url":null,"abstract":"The purpose of this paper is to provide a comprehensive behavioristic conceptual analysis of acts of translation and interpretation (ATIs) by analyzing the role of historical and current context in shared meaning/understanding among parties involved in ATIs: speakers/writers, interpreters/translators, and listeners/readers. The conventional nature of verbal behavior, and the importance of and challenges inherent to ATIs are considered first. Next, B. F. Skinner's analyses of ATIs, understanding, and meaning is summarized as a starting point for an analysis of ATIs and meaning in terms of the situations in which verbal stimuli occur. A technical definition of context is provided, and we suggest that shared meaning/understanding depends upon the extent to which the historical and current contexts in which writers/speakers and readers/listeners encounter specific topographies of verbal behavior are similar. This is then applied to ATIs, focusing on the different contextual circumstances under which translation (involving written stimuli) and interpretation (involving spoken/gestural stimuli) occur, and the implications of these for shared meaning/understanding between writers/speakers and readers/listeners in different languages in ATIs.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 2","pages":"179-199"},"PeriodicalIF":0.8,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12712275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806137","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

Using Concealed Public Accompaniments to Teach Individuals to Tact Intensity. 利用隐藏的公共伴奏教个人机智的强度。

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Analysis of Verbal Behavior Pub Date : 2025-09-02 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00222-0

Sandhya Rajagopal, Katie Nicholson, Marlene Hernandez, Breaunna Odume

引用次数: 0

Acquisition of Incidental Bidirectional Naming: Isolating the Effects of Probing and Mixed-Operant Instruction. 偶然双向命名的习得：分离探究和混合操作指令的影响。

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Analysis of Verbal Behavior Pub Date : 2025-08-07 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00221-1

Heidi Skorge Olaff, Per Holth

{"title":"Acquisition of Incidental Bidirectional Naming: Isolating the Effects of Probing and Mixed-Operant Instruction.","authors":"Heidi Skorge Olaff, Per Holth","doi":"10.1007/s40616-025-00221-1","DOIUrl":"10.1007/s40616-025-00221-1","url":null,"abstract":"The primary purpose of the present experiment was to explore the extent to which repeated probing contributes to the establishment of incidental bidirectional naming (Inc-BiN). Whenever repetitive probes alone did not suffice to establish Inc-BiN, we investigated whether mixed-operant instuction (MOI)--the rapid rotation of operants within each of a series of trial blocks--improved Inc-BiN. Nine children with autism or language delays aged 3-6 participated. Three of nine participants were exposed to an extended-baseline condition, while the remaining six were exposed to one of two brief-baseline conditions before MOI. We used a multiple probe design across three novel stimulus sets, to isolate the effects of repeated probing. During post-MOI Inc-BiN probes, all participants across conditions demonstrated the emergence of Inc-BiN. Repetitive probes sufficed to establish Inc-BiN in two of three participants who were assigned to the extended-baseline condition, while for the third, Inc-BiN improved after MOI. In addition, we examined the extent to which the probe sequence impacted Inc-BiN skills. Three participants, P1, P2, and P3, were exposed to speaker (tacts) probes first, while the remaining six were exposed to listener probes first. During generative Inc-BiN probes, when testing speaker responses before listener responses (P1-P3), only listener responses emerged for two of them. In contrast, when testing listener before speaker responses, both repertoires were observed for three (P4, P5, and P7) of six participants. A one-month follow-up Inc-BiN probe demonstrated maintenance of listener responses for seven of eight participants, and tacts were maintained for three of them.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 2","pages":"200-234"},"PeriodicalIF":0.8,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12712256/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145805436","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

Systematic Review and Meta-Analysis of Stimulus-Stimulus Pairings to Increase Vocalizations in Children with Language Delays: 2015-2024. 刺激-刺激配对对提高语言迟缓儿童发声能力的系统评价与元分析：2015-2024。

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Analysis of Verbal Behavior Pub Date : 2025-07-14 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00219-9

Juliana S C D Oliveira, Rebecca J Barall, Mariola Moeyaert, Shariq U Khan, M Alice Shillingsburg

{"title":"Systematic Review and Meta-Analysis of Stimulus-Stimulus Pairings to Increase Vocalizations in Children with Language Delays: 2015-2024.","authors":"Juliana S C D Oliveira, Rebecca J Barall, Mariola Moeyaert, Shariq U Khan, M Alice Shillingsburg","doi":"10.1007/s40616-025-00219-9","DOIUrl":"10.1007/s40616-025-00219-9","url":null,"abstract":"The research literature has revealed mixed outcomes on stimulus-stimulus pairing (SSP) as a potential procedure to promote vocalizations. In this procedure, the experimenter's specific vocalizations are paired with the delivery of conditioned or unconditioned stimuli and it has been used to increase vocalizations in individuals with language delays. Some studies demonstrate an increase in participants' vocalizations, while other studies demonstrate a partial or zero increase in participant's vocalizations. The current study extends the systematic literature review conducted by Shillingsburg et al. Analysis of Verbal Behavior, 31, 215-235, (2015). We included 12 experimental studies, including published peer-reviewed studies, theses, and dissertations, from 2015 and 2024 that investigated SSP to increase vocalizations in participants with language delays. The studies were analyzed according to participants' characteristics and specific features of the SSP procedures. A multilevel meta-analysis was conducted for a portion of the studies reviewed to calculate the effect sizes across cases and studies. Overall, we found a significant effect of the SSP procedure on increased rates of vocalizations of individuals with language delays. Directions for future research are discussed.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 2","pages":"151-178"},"PeriodicalIF":0.8,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12712244/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806141","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

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

IF 0.7

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":0.8,"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