Instructors Notes Unit 1 Flashcards
Skinner Verbal BX
1) Systematic analysis of Language
- Reinforcement
- Extinction
- Punishment
- Generalization
- Discrimination
- Motivation
Skinner Verbal Bx
2) Behavioral understanding of language through e.gs
-VB is Bx that is reinforced by the actions of another person
-Verbal Bx acts upon the social world (because it effects the bx of the listener)
• Skinner uses the same analysis & principles of bx that he applied to nonverbal bx
• Analyze the environmental conditions that control the bx: A-B-C
Views of Language
Biological
- Biological: Physical system, Chomsky
- Cognitive: Receptive-expressive framework dominates the current language assessment & intervention programs for children w/ASD
Views of language
-Cognitive
• receptive-expressive framework dominates the current language assessment & intervention programs for children w/ ASD
Views of Language
-Environmental
- Language is bx & has a fx
* both environmental variables & physiological processes
*Language perspectives
- Traditional/Linguistic
- Form & Structure
- Words & “Meaning”
- Measure: Phonemes & morphemes
- Effect on listener
Skinnerian
-Functional Unit of analysis: -Operant -A-B-C -Bx of speaker
VB:
Speaker
- Emits Verbal response
- The BX: The person speaking, signing, writing
- Verbalizer
VB:
Listener
- Provides antecedents (SD) & con
- Related to “receptive” language
- Mediator
- Nonverbal bx
*Speaker & Listener
Speaker Someonewhoengagesinvbbyemitting mands, tacts, intraverbals, autoclitics, etc. A speaker is also someone who uses sign language, gestures, signals, written words, codes, pictures, or any form of vb.
Speaker and Listener
Listener: Someone who provides SR+ for vb. A listener may also serve as an audience evoking vb. The distinction between listener & speaker is often blurred by the fact that much of a listener’s behavior may involve becoming a speaker at the covert level (e.g., thinking about what was said). Often a speaker may be his own listener. (Sundberg, 2004)
“Receptive Language”
- Listener BX, Mediator BX, Receptive Response, Manded compliance or Manded stimulus selection, non-verbal operant bx
- There needs to be a speaker & listener in order for this Bx to occur
- The listener is responding to the VB of a speaker
- If there isn’t a speaker then it is just non-verbal bx
a) Verbal Stimulus-> b) Learner bx: Non-verbal Bx (compliance)->c) Non-specific rein
*Expressive Vs. “Receptive” Language!
- Skinner does not use these terms!
- Why not? cuz they imply…
- They are different manifestations of the same underlying cognitive processes
- The listener’s bx also constituted language
- Understanding what words mean is the same as expressing words
Covert VB
- The speaker can function as their own listener/audience!
- Covert VB: thinking, understanding, problem solving, processing
- All the verbal operants are possible
- Linguists are concerned with the listener & wat words mean to them
- e.g: speaker says, “wat did you do this weekend?Where did I go? oh yeah…”
- E.g. the listener covertly counts when asked how many more weeks of school do you have left?
*Verbal Operants
*All instances of vb can be classified into verbal operants
• Functional units of language A-B-C
• Units of language make up an individual’s verbal
repertoire
• Functionally independent of each other (different effects on environment)
• Each shares a common antecedent (SDs & MOs) & consequence
• Typical development: transfer across operants occurs rapidly & without direct teaching
• Those w/ ASD, transfer procedures are often required to teach verbal operants
Mand vs. Tact
Skinner wrote that the tact was the most important operant
Strong argument that mands are more important
*Mands:
-Response directly benefits the speaker
-Learn something about the condition (motivation) of the speaker
*Tacts:
-Response benefits the listener
-Learn something about the condition of the current environment
-Allows speaker to identify & describe features of his/her environment
Duplic Con’t:
Echoic, mimetic, copying a text
All have point to point correspondence & formal similarity
Mirrored responses
Imitation of words/sounds (echoic)
Imitation of Signs (mimetic)
Imitation of Picture Selection (mimetic)
Copying a text
*They all have a verbal response and a response with pt- pt correspondence and formal similarity & have generalized rein
Codic
*Has point-to-point correspondence with an antecedent verbal stimulus
*Does NOT have formal similarity Includes;
1. Textual (reading)
2. Diction (transcription)
3. Finger spelling words that are heard
Codic: Textual
- Point to point correspondence & no formal similarity
- Verbal Stim (printed word)->B: Codic->SR+ (Social rein)
e. g: Saying the word “Bx in response to the printed word “bx” or “bx”
Codic: Transcription
Point to point correspondence & no formal similarity
-Vocal Verbal STIM (Spoken words) -> Spelling/writing -> SR+ (RX)
Multiple Controlled Operants
*Responses can occur in multiple operants & can be controlled by one or more stimuli & one or more consequences
A: More than 1 STIM -> B: Verbal Res-> C: SR+
E.g. EO+presence of object (Object + verbal stimulus) -> More than one SR+
Multiple Controlled Operants
-Saying or Signing “Chocolate milk” in response to seeing a glass of chocolate milk & just having completed a hard physical workout mand/tact “What do you want?” where there is nothing of high value I sight could result in an Inter intraverbal-mand, if the child were to answer with a specific request.
Be aware of this when you are teaching!
Convergent multiple Control:
- Multiple antecedent stimuli combine to evoke a single verbal response
- R “dog”- MO-SD1 pic of dog - SD2 “say dog” - SD3 “what is it”?
Divergent multiple control:
R1
R4 R2
R3
An single antecedent stimulus affects more than just one response
Skinner provides a VB analysis of some of the most complex aspects of language including syntax & grammar.
- In these chap (12, 13 & 14) he covers a variety of complex grammar such as:
- Past & Present tense verbs
- Pronouns
- Prepositions
- Auxiliary verbs (is, will, may, can, etc.)
- Plurals
Autoclitics:
*Skinner differentiates the primary verbal, operants, e.g. Mand, Tact, Intraverbal etc. from secondary verbal Operants know as autoclitics
- “The term autoclitic is intended to suggest bx which is based upon or depends upon other verbal bx”
- It only occurs in conjunction with primary verbal operants. It does not occur alone!
- No pt to pt correspondence & no formal similarity
Autoclitic
- Auto: self
- Critic: Lean
- Commenting on what you are talking about
- A: Verbal Stim (Another verbal operant/multiple ant. stimulus!) -> R In many forms -> SR+ (Specific RX)
Autoclitics:
*“The term ‘autoclitic’ is intended to suggest (verbal) bx which is based upon or depends upon other VB” p. 315
- It’s VB about VB!
- The speaker may use VB about his own Bx. Or you can think of some autoclitics as “Self-descriptive”
- Michael (1992) suggests using the terms: Primary verbal operants (standard relation) Secondary verbal operants (autoclitic relations)
Audience
Operant Bx that has an effect on environment ONLY through the mediation of another person
Behavior shaped and maintained by socially mediated consequences
Composed of Listeners belonging to a trained verbal community.
Verbal behavior is shaped and maintained by a verbal environment transmitted from one generation to another..
*Tied to cultural selection
Autoclitics
*Involves two 3-term contingencies in which a speakers own vbx function as an SD or MO for additional speaker verbal bx.
• Autoclitics can take the form of specific words, tags (prefix or suffixes) & word order.
• Tact: “Horse.” (primary operant) • Ex: autoclitic tacts:
• I see a horse.
• I hear a horse
• I smell a horse.
• I think it might be a horse.
*Autoclitics:
Autoclitics as Mands:
• Controlled by EOs & can manipulate the listener
bx in way the are reinforcing to the speaker.
• Please give me the blue play-doh.
• I want that car.
• Can I have the toy in the box.
• “more” & “please” as with all autoclitics must accompany a primary operant. “I want more cookies please”.
Autoclitic Tact:
E.g. I See
- Primary or standard Tact “Puppy”
- Secondary/autoclitic Tact: “I see….”
- “I see” the speaker tacts the visual SD of the puppy as the source of control of there primary tact “Puppy”
*Autoclitic
Summary
-Autoclitics increase the probability that the listener will behave appropriately/ effectively by coming into contact with the circumstances that control the speaker VB. The speaker’s bx is then rein by more accurate bx by the listener.
• Learners must first acquire a strong verbal repertoire of primary operants (300-800 words) before autoclitic behavior will occur.
• Make sure learner has prerequisite skills first
• Therapist need to be able to identify the controlling variables
*Private Events
-The speaker can function as an audience for his/her own vb.
• Ex: “thinking”
• Remember bx is a fx of the environment and some stimuli originate within the skin
• Skinner’s philosophical view, Radical Behaviorism, concerns the treatment of private stimuli.
• We acquire vb by public stimuli & by private stimuli. • Ex: tacting: itches, pains, nausea
*Private Events: Public accompaniment: an Observable Stimulus (bumping head/fall down) accompanies a private event/stimulus (pain)
*Ex: learn to id what is going on in your body accurately (parent teaches child when they bump their head)
• use: echoic to tact transfer “ouch” or “hurt” or “pain”
Private Events
- Collateral Response: An Observable BX (didn’t see kid but sees him holding head/crying) occurs along with a private stimulus
- Ex: Laughing/smiling correlated with joy/happiness
- The target stimulus MUST be present in order to teach the Tact of the Private Event!
Rejection of VB & Punishment
-Punishment seems to be the main indep. variable responsible for shaping self-editing this increases
the appropriateness of vb p380
• Reinforcement, EOs, stimulus control, automatic reinforcement, and the other behavioral principles
all play a role in the analysis of verbal behavior
• If all your vb were rein you would talk all the time!!!
Rejection of VB & Punishment
-Recalling/Revoking by an additional response: ex: “I didn’t mean that. “Opps”
-Concealing the identity of the speaker
-“Recession to the covert level” Ex: Self-editing occurs before: or not say what I am thinking.
-“Talking to one’s self”
-“Disguised speech”
-We only emit so many verbal responses due to punishment. Otherwise it would occur at a very high rate.
So, we have a careful balance of only emitting so many v, responses. This establishes stronger stimulus control!!
4 Types of Self-editing Problems
1) Caring: Evoked by EO, high value of pos LR to VB
2) Uncaring: Evoked by EO of neg listener reaction
3) Aware: Tacts own VB, Tacts sources of control for his VB, Tact the listener’s response to his/her VB
4) Unaware: Failure to Tact one’s own Bx & the variables of which it is a Fx
*Private Events:
Aware, Caring
- Weak v. repertoires
- May edit too much
- Emotional by-products
*Aware, Uncaring
- Offensive VB
- Typical social pun are ineffective
- Select v. community = diff. rein.
*Unaware, caring
- High rate vb
- Strong EO for attention
- Auto rein for own VB
- Unaware of effects of VB on others
Unaware, Uncaring
- Delusional, Rambling self-talk
- Not susceptible to tx
- Pun ineffective
*Verbal Operant Review
1) Mand
2) Intraverbal
3) Echoic
1) Mand–requesting, demanding, asking a question hint: reprimand, demand, command, Tact–naming, labeling hint: senses contact the environment
2) Intraverbal–word sequence, word associates. Verbal CSDs are also the main sources of control for most intraverbal bx
3) Echoic (D)–saying words that you hear
Verbal Operant Review:
4) Copying a text
5) Mimetic
6) Textual
7) Taking dictation
4) Copying a text (D)–writing words that you see
5) Mimetic (D)–making sign you see someone else make
6) Textual (C) –saying words that you see
7) Taking dictation (C) –writing words that you hear
Conclusion
As behavior analysts it is important to know about vb & it’s controlling variables to support understanding in language deficits & errors prevalent to populations that bx analysts commonly work with such as ASD, DD & TBI patients. This analysis should aid in identifying barriers to language & lead to more effective programming & teaching procedures for
learners acquiring functional language to have a better quality of life!!
Conclusion
As behavior analysts it is important to know about vb & it’s controlling variables to support understanding in language deficits & errors prevalent to populations that bx analysts commonly work with such as ASD, DD & TBI patients. This analysis should aid in identifying barriers to language & lead to more effective programming & teaching procedures for
learners acquiring functional language to have a better quality of life!!
Verbal behavior requires:
A. the behavior of a listener
B. MOs
C. nonverbal behavior
a) The bx of a listener:
a trained audience to provide rein
- A listener is someone who provides reinforcement for_____ _____.
A. producing stimuli
B. nonverbal behavior
C. verbal behavior
c) VB
- I am always pressed for time. So, in the grocery store I am always searching for the shortest checkout line that has a light “on” vs. “off.” This is an example of:
a. Response Generalization
b. Stimulus Generalization
c. Conditional Discrimination
d. Evocative Effects
C) Conditional Discrimination
- I am teaching a male client to independently use a public bathroom. I teach him to look for a sign that says restroom and then open the door with the male bathroom sign.
A. Stimulus Generalization
B. Response Generalization
C. Simple discrimination
D. Conditional discrimination
d) Conditional discriminations
- If it matters how the listeners react to his verbal behavior this is:
A. Caring
B. Uncaring
C. Aware
D. Unaware
A) Caring
- If I say, “I want ice-cream.” Then, the child I am working says, “I want ice-cream.” His response is which verbal operant?
A. Mand
B. Tact
C. Echoic
D. Intraverbal
C) Echoic
- Which verbal operant is the following example: Being hot and hungry then, saying, “I want ice-cream.”
A. Mand
B. Tact
C. Echoic
D. Intraverbal
A) Mand
- In the previous example, being hot and hungry is an example of a/n
A. operant
B. Mand
C. EO
D. specific reinforcement
C) EO
- Which of the following is/are example(s) of Sam’s behavior? X= Sam is reading a book silently Y= Sam is listening to Rahim read a book.
A. X is an example of behavior
B. Y is an example of behavior
C. Both X and Y are examples of behavior
D. Neither X nor Y are examples of behavior
C. Both X and Y are examples of behavior
- Public or Private Behavior? Standing alone on a pier
A. Public behavior
B. Private behavior
C. Both
D. Neither
A) Public BX
- Public or Private Behavior? Dreaming about dancing
A. Public behavior
B. Private behavior
C. Both
D. neither
B) Private
- Public or Private Behavior? Smelling a flower
A. Public behavior
B. Private behavior
C. Both
D. Neither
C) Both
- Which of the following are examples of verbal behavior?
A. Asking someone to make you a sandwich
B. Making a sandwich when someone tells you they want to eat sandwich
C. Ordering a sandwich in English when you are eating at Shokudo and no one speaks English
D. All of the above
E. A and C
E) A and C
- I grew up listening to oldies. My mom and I both love Elvis. She may sing: “You ain’t nothin but a hound dog. Cryin all the time.” And then, I will say/sing: “Well, you aint never caught a rabbit. And you ain’t no friend of mine.” My verbal behavior is which operant?
A. Mand
B. Tact
C. Echoic
D. Intraverbal
D) Intraverbal
- My mom shows me a picture she found in her scrapbook and I say, “That’s awesome! He had a great voice AND liked dogs!”
A. Mand
B. Tact
C. Echoic
D. Intraverbal
B) Tact
- I ask my mom to turn up the stereo as I am having trouble hearing it. My verbal behavior is which?
A. Mand
B. Tact
C. Echoic
D. Intraverbal
A) Mand
- Is the person who looks up at the traffic light and precedes through the intersection after hearing a honking car a member of a trained audience?
A. Yes
B. No
A) Yes
- The mand is maintained by which type of reinforcement?
A. Generalized conditioned reinforcement
B. Specific reinforcement
B) Specific reinforcement
The response specifies the reinforce
- A tact is under the antecedent control of?
A. Verbal stimulus
B. Motivating Operation
C. Non-verbal stimulus
D. Reinforcement
C) Non-verbal stimulus
- Child sees ice-cream and asks for the ice-cream. Mom gives her the ice-cream and she eats it.
A. Tact B. Mand C. Multiply controlled (divergent) D. Multiply controlled (convergent) E. Receptive Response
D. Multiply controlled (convergent)
Part Mand, Part Tact, Convergent
- Is this an intraverbal? Saying “Skinner” as a result of hearing “Founder of verbal behavior”.
A. Yes
B. No
A) Yes
- Is this an intraverbal? Saying “Hello” as a result of seeing a friend approaching who has not seen you.
A. Yes
B. No
B) No. It’s a mand
- Which of the following is NOT an example of verbal behavior?
A. Knocking at the door results in someone answering the door
B. Ringing the bell at the hotel results in the hotel attendant coming to the front desk
C. Boy hits his head, results in Mom and Dad picking up the boy from his crib
D. Clearing your throat so the clerk will look up at you
E. All of the above are not examples
C. Boy hits his head, results in Mom and Dad picking up the boy from his crib
- Reading the word ice-cream aloud as a result of seeing the word on your computer
screen.
A. Duplic
B. Codic
B) Codic
- Which of the following is true of autoclitics?
A. The listener can respond more effectively. B. It’s verbal behavior about verbal behavior
C. It must accompany a primary operant.
D. All of the above.
D) All of the above
- Regarding self- editing problems which group may be identified as having as low self-esteem, shyness, low self concept, or social phobias?
A. Aware & caring
B. Unaware & caring
C. Aware & uncaring
A) Aware & caring
- Verbal behavior is defined by:
a. Its meaning
b. its structure/form
c. its controlling variables d. its function
e. all of the above
f. only c & d
f) Only C & D
- A traditional linguistic view of language development focuses on_______.
A. Structure
B. Function
C. huh?
A) Structure
- Autoclicts are a type of:
A. primary operants.
B. secondary operants.
C. dependent operants.
B. secondary operants.
- “Receptive language” is a _______ concept. Listener behavior is a _________concept. A. behavior analytic/ behavior analytic
B. cognitive/cognitive
C. cognitive/behavior analytic
D. behavior analytic/cognitive
C. cognitive/behavior analytic
- Mands, tacts, intraverbals, echoics, duplics, and codics are:
A. Primary operants
B. Secondary operants
C. Dependant operants
D. Autoclitics
A) Primary operants
35. If I see a child fall off their bike and skin their knee and say, “Ouch, it hurts now but you will be okay. Let’s a Minion band aide!” This is an example of: A. collateral responses B. multiple control C. public accompaniment D. Bad parenting E. A and C
C. public accompaniment
- Using RFFC or TFFC procedures with flashcards are just as effective at teaching emotions as public accompaniment or collateral responses.
A. True
B. False
B) False
- Public accompaniment occurs when an observable stimulus accompanies a/n ______.
A. public stimulus
B. private stimulus
C. autoclitic
D. overt stimulus
B) Private stimulus
38) Parents also teach their children to tact private stimuli by using observable Bx This is……..
a) Collateral responses
b) Multiple control
c) Public accompaniment
d) All of the above
e) A and C
a) Collateral responses
- How does Mark Sundberg define being “unaware”?
A. A speaker who does not tact the contingencies related to their vb
B. A speaker who is not under good audience stimulus control
C. Evoked by EO of neg listener reaction
D. A & B
E. All of these
D) A & B
- Some types of Duplics are:
A. Echoics, copying a text, & mimetics
B. Textuals & Taking dictation
C. Mands, Tacts, & Intraverbals
D. A & B
A. Echoics, copying a text, & mimetics
- We acquire verbal behavior by public and private stimuli.
A. True
B. False
A) True
Fill in the blanks:
- Textuals and taking dictation are what operant? _____
- Skinner used the term “verbal extnesions” to refer to _____.
- Jack used the term Secondary operants but Skinner called these _____.
- Evoked by more than one stimulus ____.”
42) Codics
43) Generalizations
44) Autoclitics
45) Multiple control
- I ask my friend, “What’s your favorite ice-cream flavor?”
Mands for info
- She answers, “Chunky Monkey!”
Intraverbal
- I reply, “Chunky Monkey?!”
Echoic (With an autoclitic)
- The clerk at the ice-cream shop asks if she wants a sample and my friend points to the chunky monkey.
*MAND
Then, I point to the ice-cream.
mimetic; duplicating
The my friend scoops ice-cream, then I scoop ice-cream
Gross Motor Imitation
Aaron Notes
“Men act upon the World, & change it, & are changed in turn by the consequences of their action
Challenged Skinner
-Alfred North Whitehead: Let me see you account for my BX as I sit here saying…
Alfred North Whitehead
- Mathematician /philosopher
- Universal algebra
- Metaphysics
- Education (1920’s) “education with inert ideas is not only useless: it ia, above all things, harmful.” The Aims of Education of Other Essays 1929
Critiqued By:
- Chomsky (1959)
- Probability e
- Reinforcement
- Drive
- Poverty of stimulus (1980)
Linguistic Theory
What constitutes “Language”?
- Biolinguistics
- Cognitive Linguistics
- Environmental (Verbal Bx)
Biological (Chomsky)
Rules of language are innate
Cognitive:
Brown
Mental processing underlies language
Environmental
Skinner
Environmental contingencies establish language
“Traditional”
Analysis of Language
- Typically Cognitive Influence
- Receptive Vs Expressive
- Focus on Form (Parts of word: Phonemes, morphemes)
- Effect on Listener
Traditional Assessments
- Focus on Receptive vs Expressive distinction
* Can break these down further using a verbal behavior approach
Skinner’s Analysis
-What does it do for the speaker? • i.e., How does it function? Environmental Conditions • A-B-C • Address language without referring to an underlying cognitive process
Skinner’s Analysis
•Avoided Expressive/Receptive distinction (holding copies)
• To Skinner it implied:
• Different manifestations of same underlying
cognitive process
• Listener bx constituted language
• “Understanding” essentially the same as “expressing”
Skinner’s Definition
- Behavior Reinforced through the mediation of other persons
- Verbal Episode: Speaker and (Trained) Listener
- Description, then explanation
Repeating what you hear
Duplic
Under control of MO
Mand
Non-verbal antecedent
Tact
Saying how old you are when someone asks
Intraverbal
Applying the breaks when you see a Stop sign
Listener Responding
Saying “Coffee” when smell coffee
Tact
Saying “No thank you” when offered food
Mand/Tact
Role of Listener
- Requisite component
- SD/MO (Audience)
- Consequences speaker’s Bx
- Takes action
Role of listener AKA Listener Responding
- “Receptive Language’”
- Listener Discriminations
- Nonverbal operant Bx (Compliance/manded stimulus selection/following instructions)
OWN Listener
- Talking to yourself
- Thoughts
- Silently repeating what you heat
- Self-editing
Missing from “Verbal Bx”
- Verbal Conditional Discriminations
- Compound Verbal Stimulus
Multiple Control
- Verbal responses very often are “Impure” Operants
- 2 General types (Michael):
- Convergent
- Divergent
Convergent
-Multiple variables that evoke the same response
MO+Sight of item = Pizza
Divergent
- Single antecedent that can evoke different responses
- Sd “Hello!”= “Hi, How are you?, Great to see you!
Intraverbals
- Multiple Control
- Conditional Discrimination
- “What’s your Mom’s name?”
- Entertainment, Humor, Art
Verbal Extensions
- Generalization:
- Generic
- Metaphoric
- Metonymal
- Solistic
Problem of Privacy
- Only 1 person has access
- How, then, do we learn to talk about things when only 1 person is experiencing the Stimulation?
Privacy
- Public Accompaniment
- Collateral Responses
- Common Properties
- Response Reduction
Privacy
Public Accomplishment
-Others can see an event happen, or results; (e.g., fall on sidewalk; tissue damage; etc)
Privacy
Collateral Responses
-Observable Bx that reliably occurs with private stimuli; (e.g., carrying & holding area)
-Privacy
Common Properties
-Metaphorical extensions; (e.g., sharp pain; tightness; etc.)
Privacy
Response Reduction
-Once observable response become covert; (e.g., silent reading)
Autoclitic
- Improves the precision of exchange
- More efficient responding by listener
- Layered 3-term contingencies
- Not defined by form
Autoclitic
- Form is not as important as what is altered.
* “I think”, or “I hear” are not autoclitics unless we know what it does to the primary response
Self-Editing
- Caring
- Aware
Aware
• What are we talking about when we say “aware?”
-Can tact the full contingency: o Own verbal behavior
o Source of control
o Listener’s response
Caring
• What are we talking about when we say, “Cares?”
-EO for positive listener responses
• “Not caring”:
-EO for negative responses, or AO for positive responses
- Effects
- Aware, Caring
- Too much editing, hard to follow, trouble “getting to the point” -> weak
- Too much punishment history; high EO for Effective VB. Receptive to TX, most likely to seek Tx
Effects:
Aware, not caring
- Negative, Punishing, Spoilers, Lies -> offensive
- Insufficient punishment history for inappropriate VB, excessive punishment history for appropriate VB; Insufficient reinforcement history (not likely to seek Tx; don’t think anything is wrong)- Uncaring means different motivating factors, thinks others can’t take a joke
Effects:
Not Aware, Caring
- Dominates conversation, idle chatter, excessive repetition -> high rate of trivial VB
- Insufficient punishment history; weak listener rep; own VB automatic; weak tact rep of other bx (don’t seek tx, don’t know it’s a prob)
Effects:
Not Aware, Not Caring
- Sleep deprivation, drugs, DD -> delusional, self-talk, illogical rambling
- Medical, medicinal, diagnosis. Other than the DD population & children, not very susceptible to intervention
_____ issued the challenge that sparked Skinner’s writing Verbal Behavior. _____ later critiqued Skinner’s book.
a. Whitehead; Brown
b. Brown; Pinker
c. Chomsky; Whitehead
d. Whitehead; Chomsky
d. Whitehead; Chomsky
Josh is studying how the use of regular and irregular verb forms is a result of the interaction between memory and computational processes.
A. Biological
B. Cognitive
C. Behavioral
B) Cognitive
Which terms are most closely associated with a cognitive approach to language use and development?
A. Contingencies, Trained Audience
B. Processing Systems, Encoding
C. Codics, Duplics
D. Universal Grammar, Language Acquisition Device
B. Processing Systems, Encoding
Focusing on how the form (including morphemes and phenomes) and structure of language changes over time is which type of analysis:
A. Skinner’s verbal behavior
B. “Traditional” account
B) “Traditional” Account
One issue with using the expressive- receptive distinction is
A. Lay audience is not familiar with these terms
B. They are functionally equivalent terms
C. It implies same process underlies these different types of behavior
D. Less specific than Speaker-Listener
C. It implies same process underlies these different types of behavior
Which is essential in a verbal episode:
A. Strong MO
B. Non-verbal response
C. A separate person as listener
D. A listener response
D. A listener response
“Listening” can include which:
A. Hearing
B. Observing Signs C. Reading
D. All of the above E. A and B, not C
D) All of the above
Listener behavior can include which:
A. Vocal responses B. Selection C. Emotional Responses D. All of the above E. A and B, not C
D) All of the above
You see the rain outside when someone asks, “What’s the weather like today?” You respond, “It’s raining.”
A. Convergent Multiple Control
B. Divergent Multiple Control C. Pure Intraverbal
D. Pure Tact
A. Convergent Multiple Control
Which extension is associated with errors or defective tacts? A. Generic B. Metaphoric C. Metonymal D. Solistic
D) Solistic
You see and hear co-worker groan and hold their jaw. You are assuming they are experiencing tooth pain because you can see what?
A. Public Accompaniment
B. Collateral Responses
C. Common Properties D. Response Reduction
B) Collateral Responses
Tony thinks everyone it “too sensitive” and continuously insults others and tells offensive jokes. He likely falls in what category?
A. Aware, Caring
B. Unaware, Uncaring C. Unaware, Caring D. Aware, Uncaring
D. Aware, Uncaring
Tracy uses cautious long-winded explanations and has a hard time explaining exactly what she means. She tends to over-edit even her emails.
A. Aware, Caring
B. Unaware, Uncaring C. Unaware, Caring D. Aware, Uncaring
A) Aware, Caring
