Analysis of Verbal Behavior最新文献_第9页

Further evidence of automatic reinforcement effects on verbal form. 言语形式的自动强化效应的进一步证据。

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Analysis of Verbal Behavior Pub Date : 2018-11-21 eCollection Date: 2019-04-01 DOI: 10.1007/s40616-018-0104-3

Rodrigo Dal Ben, Celso Goyos

引用次数: 5

Empirical Evaluations of Skinner's Analysis of Problem Solving. 斯金纳问题解决分析的实证评价。

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Analysis of Verbal Behavior Pub Date : 2018-11-19 eCollection Date: 2019-04-01 DOI: 10.1007/s40616-018-0103-4

Judah B Axe, Stephanie H Phelan, Caitlin L Irwin

引用次数: 0

An evaluation of lag schedules and prompting methods to increase variability of naming category items in children with autism spectrum disorder. 对自闭症谱系障碍儿童的滞后时间表和提示方法的评估，以增加命名类别项目的可变性。

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Analysis of Verbal Behavior Pub Date : 2018-11-12 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0102-5

Katie M Wiskow, Ashley L Matter, Jeanne M Donaldson

引用次数: 6

Further Evaluation of the Stimulus Pairing Observation Procedure with Children with Autism Spectrum Disorder. 进一步评估自闭症谱系障碍儿童的刺激配对观察程序。

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Analysis of Verbal Behavior Pub Date : 2018-11-12 eCollection Date: 2019-04-01 DOI: 10.1007/s40616-018-0101-6

Leslie Solares, Mitch J Fryling

引用次数: 0

Deconstructing Common Bidirectional Naming: A Proposed Classification Framework. 解构通用双向命名：一个拟议的分类框架。

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Analysis of Verbal Behavior Pub Date : 2018-10-17 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0100-7

Emma Hawkins, Grant Gautreaux, Mecca Chiesa

{"title":"Deconstructing Common Bidirectional Naming: A Proposed Classification Framework.","authors":"Emma Hawkins, Grant Gautreaux, Mecca Chiesa","doi":"10.1007/s40616-018-0100-7","DOIUrl":"10.1007/s40616-018-0100-7","url":null,"abstract":"Conceptually, the use of the technical term naming appears to be a broad term that describes several subtypes of emergent verbal behavior. Miguel (The Analysis of Verbal Behavior, 32, 125-138, Miguel, 2016) introduces the concept of subtypes of naming, specifically common bidirectional naming and intraverbal bidirectional naming. He defines common bidirectional naming as \"the process of different stimuli evoking the same speaker and listener behaviour and becoming members of the same class\" (p. 130). A review of the literature on common bidirectional naming yielded some ambiguities related to differences in how researchers in the field defined naming. This article suggests that common bidirectional naming may be further dissected to yield six subtypes of naming. We aligned previous research on emergent verbal behavior with a unified taxonomy as part of a larger proposed classification framework on naming. The impact of identifying the subtypes of common bidirectional naming on skill acquisition and curriculum design is discussed. Finally, recommendations are made for future research based on this framework.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"34 1-2","pages":"44-61"},"PeriodicalIF":0.5,"publicationDate":"2018-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-018-0100-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574104","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: 18

An Evaluation of Conditional Manding Using a Four-Component Multiple Schedule. 基于四分量多重调度的条件强制评估。

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Analysis of Verbal Behavior Pub Date : 2018-10-15 eCollection Date: 2019-04-01 DOI: 10.1007/s40616-018-0099-9

Jessica S Akers, Billie J Retzlaff, Wayne W Fisher, Brian D Greer, Ami J Kaminski, Andresa A DeSouza

{"title":"An Evaluation of Conditional Manding Using a Four-Component Multiple Schedule.","authors":"Jessica S Akers, Billie J Retzlaff, Wayne W Fisher, Brian D Greer, Ami J Kaminski, Andresa A DeSouza","doi":"10.1007/s40616-018-0099-9","DOIUrl":"https://doi.org/10.1007/s40616-018-0099-9","url":null,"abstract":"Most verbal behavior curricula for children with autism spectrum disorder (ASD) focus on teaching multiple mands during the early stages of training (e.g., picture exchange communication system; Bondy & Frost, 1994). However, few, if any, of those curricula train children with ASD to differentially mand only for reinforcers that are reasonable for a caregiver to deliver in a given context (e.g., mands to cuddle at bedtime) and to refrain from manding for reinforcers that would be inappropriate to deliver in that context (e.g., mands to play outside at bedtime). In this study, we first taught a boy with ASD two initial mands. Immediately thereafter we brought those mands under the conditional discriminative control of a four-component multiple schedule with (a) S1 correlated with one reinforcer available (i.e., edibles), (b) S2 correlated with both reinforcers available (i.e., edibles or drink), (c) S3 correlated with another reinforcer available (i.e., drink), and (d) SΔ correlated with no reinforcer available. Following treatment, the child displayed conditionally discriminated manding in accordance with each of the four components of the schedule. We discuss these findings relative to the potential benefits of bringing mands under both evocative and discriminative control.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 1","pages":"94-102"},"PeriodicalIF":0.5,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-018-0099-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574594","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: 7

Examination of the Effects of Auditory and Textual Stimuli on Response Accuracy and Latency during a Math Task and Tangram Puzzle. 听觉和文字刺激对数学任务和七巧板拼图反应准确性和延迟影响的研究。

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Analysis of Verbal Behavior Pub Date : 2018-09-24 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0098-x

Tiffany Kodak, Samantha Bergmann, Brittany LeBlanc, Michael J Harman, Maryam Ayazi

{"title":"Examination of the Effects of Auditory and Textual Stimuli on Response Accuracy and Latency during a Math Task and Tangram Puzzle.","authors":"Tiffany Kodak, Samantha Bergmann, Brittany LeBlanc, Michael J Harman, Maryam Ayazi","doi":"10.1007/s40616-018-0098-x","DOIUrl":"https://doi.org/10.1007/s40616-018-0098-x","url":null,"abstract":"Although Skinner (1957) provided a behavioral account of verbal thinking, additional research is needed to evaluate stimuli that may influence covert verbal behavior that occurs between the onset of a verbal stimulus and the emission of a response during an episode of verbal thinking. The present investigation examined the effects of auditory distractors and/or textual stimuli during arithmetic problems and tangram puzzles on the participants' response latency and accuracy. In addition, we measured and categorized occurrences of vocal verbal behavior during the response interval. In Experiments 1 and 2, the experimenter played auditory distractors during a proportion of arithmetic problems. In Experiment 2, the experimenter also presented a textual stimulus of the arithmetic problem. In Experiment 3, the experimenter played auditory distractors during a proportion of tangram puzzles. Results showed that auditory distractors led to longer response latencies and reduced accuracy in Experiment 1. The addition of the textual stimulus during trials in Experiment 2 improved accuracy and reduced differences in response latency when the auditory distractors were and were not present during the response interval. The auditory distractors during tangram puzzles in Experiment 3 produced no differential effects on accuracy or latency to respond.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"34 1-2","pages":"24-43"},"PeriodicalIF":0.5,"publicationDate":"2018-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-018-0098-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574103","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: 2

Vernacular Selection: What to Say and When to Say It. 白话精选：说什么和什么时候说。

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Analysis of Verbal Behavior Pub Date : 2018-08-24 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0097-y

Paul Neuman

引用次数: 7

Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device. 使用语音生成设备通过指导性反馈加强自闭症儿童的教学。

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Analysis of Verbal Behavior Pub Date : 2018-06-25 eCollection Date: 2019-04-01 DOI: 10.1007/s40616-018-0096-z

Christopher A Tullis, Videsha Marya, M Alice Shillingsburg

引用次数: 4

Instructional Demonstrations are More Efficient Than Consequences Alone for Children with Naming. 对于有命名的孩子来说，教学示范比单独的后果更有效。

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Analysis of Verbal Behavior Pub Date : 2018-05-07 eCollection Date: 2019-04-01 DOI: 10.1007/s40616-018-0095-0

Kieva Hranchuk, R Douglas Greer, Jennifer Longano

{"title":"Instructional Demonstrations are More Efficient Than Consequences Alone for Children with Naming.","authors":"Kieva Hranchuk, R Douglas Greer, Jennifer Longano","doi":"10.1007/s40616-018-0095-0","DOIUrl":"10.1007/s40616-018-0095-0","url":null,"abstract":"Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before learn units (IDLUs) (i.e., modeling an expected response twice for a learner prior to delivering an instructional antecedent), however, following the establishment of naming, they could. The present study was designed to compare the rate of learning reading and mathematics objectives in children who showed naming using IDLUs compared to standard learn units (SLUs) alone (comparable to three-term contingency trials). In Phase 1, a pre-screening phase, we demonstrated that four typically developing males, 3 to 4 years of age, had naming within their repertoire, meaning they were able to master the names of novel 2-D stimuli as both a listener and a speaker without explicit instruction. Using the same participants in Phase 2, we compared rates of learning under two instructional methods using a series of repeated AB designs where conditions (IDLUs versus SLUs) were counterbalanced across dyads and replicated across participants. The participants learned more than twice as fast under IDLU conditions and showed between 30% and 50% accuracy on the first presentation of a stimulus following a model. The IDLU condition was more efficient (fewer trials to criterion) than the SLU condition. These findings, together with prior findings, suggest that the onset of naming allows children to learn faster when instructional demonstrations are incorporated into lessons.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 1","pages":"1-20"},"PeriodicalIF":0.5,"publicationDate":"2018-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-018-0095-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574588","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: 23