Verbal Behavior Test 4 Flashcards
b. The points of the section on the same word (or response) in different kinds of verbal behavior.
- The same word may occur in different types of operants
a. Behaviorists know that different verbal operants, even of similar forms, involve separate functional relations which can be explained only by discovering all relevant variables. - It is characteristic of semantic theory to deal with both speaker and the listener at the same time and to say the response of one contains the same word as the stimulus for the other
- Based on this traditional practice to suppose that the listener spontaneously acquires one type of behavior in the course of acquiring another.
Know the three conditions (or consequences) implied by the reinforcement of vb through the mediation of a listener “which have important effects upon the dynamic properties of the behavior.
- There is no relation between the energy of the behavior and the magnitude of effects achieved.
- Verbal behavior is also normally very fast, greatly exceeding the speed of nonverbal behavior with the same variety of forms and consequences.
- Reinforcement of verbal behavior is not inevitable (verbal behavior is usually on an intermittent schedule, most non-verbal behavior is on a CRF)
Be able to state and understand Skinner’s definition of vb with the further provision.
Behavior reinforced though the mediated of others who have been specially trained to reinforce the behavior of the speaker.
This is illustrated by the ways one can make a horse turn aside:
- physical force (non-verbal)
- elicit an unconditioned reflex (non-verbal)
- gently touch reins on its side (verbal)
Know the two facts that emerge from our survey of the basic functional relations.
The strength of a single response may be and usually is a function of more than one variable.
. A single variable usually affects more than one response.
How does the expression, “The same thing can be said in different ways” translate in behavioral terms?
“The same thing” refers to a common set of variables and “several ways” to a thematic group of responses.
What does Skinner mean about separate sources of strength being additive and the addition being algebraic?
For any given organism in any given setting there are multiple variables. Consequent variables are reinforcement, punishment, and extinction. If they are all present at the same time for the same organism in the same setting then there must be an algebraic equation (there must be an additive effect). If it’s just reinforcement then we can predict that behavior will increase. But if we add punishment and extinction in the same setting, then it’s safe to predict that behavior will not occur as high of a level. The level it will occur at depends on the relative value of those different consequences. Probability of the response given the different variables that effect the strength of the response, some of them reduce the strength, some increase it, and some provide a combination of both.
Know the three types of multiple control Skinner mentions before the chapter on multiple causation.
- Communities which establish the reinforcing contingencies of the so called “language”.
- Special audience that controls many jargons, patois, cants, and technical vocabularies.
- Controls a subject matter.
Know the three types of multiple control (or effects) exerted by different audiences.
- A large group of responses has a greater strength in the presence of a particular audience, and some member of that group has a greater strength in the presence of a given object.
- A tact under the control of a particular stimulus which also achieves a special effect upon the listener has a heightened probability of emission.
- Functional relations, established separately, combine possibly for the first time upon a given occasion
How for Skinner do negative consequences (what does he mean here by “negative”?) determine the choice of otherwise synonymous forms, including the three effects?
By “negative” he doesn’t mean removing or subtracting, he means bad.
If there are two possible words/expressions you can use, certain negative punishing consequences will determine which of the forms you will emit.
1. Since mere difficulty of execution is an inherent punishment, the short response is preferred to the long (extra-if you have two synonymous forms but one is shorter and one is longer, the one that’s longer is inherently more punishing, so you go for the short one).
2. (speaking concretely) The concrete may be preferred to the abstract
3. behavior which is automatically punishing may simply be “forgotten”
4. the other form is also to some extent punishing when the speaker uses a “euphemistic” expression.
Given your understanding of #5, what is a euphemism?
A single variable may affect more then one response. With the use of a euphamism the subject matter of death may affect more than one response (e.g., passing away, friendly fire etc.).
Be able to provide YOUR OWN EXAMPLE of a double tact and a mixed intraverbal.
Double tact: Mr. Rains is often predicts heavy storms.
My address number has always been 426 and when asked to choose a dorm room I chose 426 for its ease of learning.
Know the difference between thematic and formal contributions to strength and which verbal operants are relevant to each.
Thematic– there is no point to point correspondence between stimulus and response product. And deals with intraverbals and tacts
Formal—has point to point correspondence between stimulus and response product and deals with echoic and textual behavior.
When is a supplementary stimulus a prompt? When is it a probe?
A supplementary stimulus is a prompt when the operator can identify the response to be evoked. It is a probe when the operator does not know the response to be evoked even though it may be just as sharply specified by other circumstances.
And what are the different kinds of formal and thematic prompts and probes?
Formal prompts- Point to point correspondence between the stimulus and response product. The operator can identify the response to be evoked (Echoic and Textual)
Formal probes- Point to point correspondence between the stimulus and response product and the operator does not know the response to be evoked (Echoic and Textual)
Thematic prompts- No point to point correspondence, the operator can identify the response to be evoked. (Tact and Intraveral)
Thematic probe- No point to point correspondence, the operator does not know the response to be evoked. (Tact and Intraverbal)
What are all of the ways in which a listener is said to “understand” a speaker?
- The behavior may be a conditioned emotional response
Ex. Racy remark and a person blushes. Because she blushed it can be said she “understands”- some response was evoked by the response. - The listener understands to the extent that he/she tends to act appropriately.
Ex. Schlingers cat example. He says max come here and he comes then he is said to “understand”. - (Instruction). He understands to the extent that his future behavior shows appropriate change.
Ex. His son ate hot oatmeal and schinger said “that’s hot” and in the future his son’s behavior changed as a result of that instruction- behavior change occurs in the absence of any direct operant conditioning.
