B. F. Skinner's Analysis of Verbal Behavior: a Chronicle
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard University 1948 To be published by Harvard University Press. Reproduced by permission of B. F. Skinner† Preface In 1930, the Harvard departments of psychology and philosophy began sponsoring an endowed lecture series in honor of William James and continued to do so at irregular intervals for nearly 60 years. By the time Skinner was invited to give the lectures in 1947, the prestige of the engagement had been established by such illustrious speakers as John Dewey, Wolfgang Köhler, Edward Thorndike, and Bertrand Russell, and there can be no doubt that Skinner was aware that his reputation would rest upon his performance. His lectures were evidently effective, for he was soon invited to join the faculty at Harvard, where he was to remain for the rest of his career. The text of those lectures, possibly somewhat edited and modified by Skinner after their delivery, was preserved as an unpublished manuscript, dated 1948, and is reproduced here. Skinner worked on his analysis of verbal behavior for 23 years, from 1934, when Alfred North Whitehead announced his doubt that behaviorism could account for verbal behavior, to 1957, when the book Verbal Behavior was finally published, but there are two extant documents that reveal intermediate stages of his analysis. In the first decade of this period, Skinner taught several courses on language, literature, and behavior at Clark University, the University of Minnesota, and elsewhere. According to his autobiography, he used notes from these classes as the foundation for a class he taught on verbal behavior in the summer of 1947 at Columbia University. -
The Role of Verbal Behavior in the Analysis of the Therapeutic Process1
Conductual, International Journal of Interbehaviorism and Behavior Analysis Montaño-Fidalgo, M., Martínez-Sánchez, H., Froján-Parga, M.X. and Calero-Elvira, A. The role of verbal behavior in the analysis of the therapeutic process1 Montserrat Montaño Fidalgo2,3 Centro de Psicología Álava Reyes, Spain Héctor Martínez Sánchez Universidad de Guadalajara, México María Xesús Froján Parga Ana Calero Elvira Universidad Autónoma de Madrid, Spain Abstract Over the last 50 years, the variables established by B. F. Skinner in his work, Verbal Behavior (Skinner, 1957), have been taken into account in both empirical and theoretical research. Although historically the initial impact of Skinner's work was lower than expected, even in the areas most closely related to verbal behavior (e.g., naming, equivalence classes, rule-governed behavior), only recently have efforts focused on the analysis of verbal behavior in the context of the therapeutic process and clinical change. This paper highlights the crucial role of verbal behavior in the clinical setting by maintaining operant terminology and drawing attention specifically to the analysis of the therapist’s verbal behavior during sessions. In addition, it analyzes the role of verbal behavior in the form of instructional control and rule-governed behavior in the client-therapist interaction. The article concludes that questions regarding the status, function and variables that influence the verbal behavior generated in therapy sessions cannot yet be answered clearly and remain key objects of study. Key words: verbal behavior, clinical setting, client-therapist interaction, rule-governed behavior, instructional control, behavioral therapy Resumen Desde que Skinner publicara hace ya más de 50 años su famosa obra Verbal Behavior (Skinner, 1957), ha sido mucha la investigación empírica y teórica que ha tomado en consideración variables relacionadas con la conducta verbal. -
New Directions in Behavioral Activation
Clinical Psychology Review 79 (2020) 101860 Contents lists available at ScienceDirect Clinical Psychology Review journal homepage: www.elsevier.com/locate/clinpsychrev Review New directions in behavioral activation: Using findings from basic science T and translational neuroscience to inform the exploration of potential mechanisms of change Courtney N. Forbes Department of Psychology, University of Toledo, Mail Stop 948, 2801 West Bancroft Street, Toledo, OH 43606, USA HIGHLIGHTS • Understanding mechanisms of change can facilitate improvements in BA treatments. • BA treatments may work by targeting (low) reward responsiveness directly. • Basic science findings can inform hypotheses about potential mechanisms of change. ARTICLE INFO ABSTRACT Keywords: Interest in behavioral activation treatments for depression has increased over the past two decades. Behavioral Behavioral activation activation treatments have been shown to be effective in treating depression across a variety of populations and Reward responsiveness settings. However, little is known about the mechanisms of change that may bring about symptom improvement Depression in behavioral activation treatments. Recent developments in the theoretical and empirical literature on beha- Mechanisms of change vioral activation treatments have coincided with advances in basic science and translational neuroscience re- Translational neuroscience garding the mechanisms underlying individual differences in responsiveness to reward. Attenuated reward re- sponsiveness has been associated with depression and related clinical outcomes at the self-report, behavioral, and neural levels of analysis. Given that behavioral activation treatments are focused on increasing individuals' contact and engagement with sustainable sources of reward in their environment, it is plausible that behavioral activation treatments bring about improvements in depression symptoms by targeting (low) reward respon- siveness directly. -
General Psychology
mathematics HEALTH ENGINEERING DESIGN MEDIA management GEOGRAPHY EDUCA E MUSIC C PHYSICS law O ART L agriculture O BIOTECHNOLOGY G Y LANGU CHEMISTRY TION history AGE M E C H A N I C S psychology General Psychology Subject: GENERAL PSYCHOLOGY Credits: 4 SYLLABUS A definition of Psychology Practical problems, Methods of Psychology, Work of Psychologists, Schools of psychology, Attention & Perception - Conscious clarity, determinants of Attention, Distraction, Sensory deprivation, Perceptual constancies, perception of fundamental physical dimensions, Illusions, Organizational factors of perception. Principles of learning Classical conditioning, Operant Conditioning, Principles of reinforcement, Cognitive Learning, Individualized learning, Learner & learning memory - kinds of memory, processes of memory, stages of memory, forgetting. Thinking and language - Thinking process, Concepts. Intelligence & Motivation Theories - Measurement of Intelligence; Determinants; Testing for special aptitudes, Motivation - Motives as inferences, Explanations and predictors, Biological motivation, Social motives, Motives to know and to be effective. Emotions Physiology of emotion, Expression of emotions, Theories of emotions; Frustration and conflict, Personality - Determinants of Personality, Theories of personality Psychodynamic, Trait, Type, Learning, Behavioural & Self: Measurement of personality Suggested Readings: 1. Morgan, Clifford. T., King, Richard. A., Weisz, John.R., Schopler, John, Introduction to Psychology, TataMcGraw Hill. 2. Marx, Melvin H. -
Observing Ben Wyckoff: from Basic Research to Programmed Instruction and Social Issues Rogelio Escobar and Kennon A
The Behavior Analyst 2011, 34, 149–170 No. 2 (Fall) Observing Ben Wyckoff: From Basic Research to Programmed Instruction and Social Issues Rogelio Escobar and Kennon A. Lattal West Virginia University L. Benjamin Wyckoff’s seminal contributions to both psychological theory and application are the subject of this review. Wyckoff started his academic career as a graduate student at Indiana University, where he developed the observing-response procedure under the guidance of B. F. Skinner and C. J. Burke. At the University of Wisconsin–Madison, Wyckoff refined his mathematical theory of secondary reinforcement. This theory was the impetus for his creation of an electronic simulation of a rat running a T maze, one of the first ‘‘computer models’’ of learning. Wyckoff next went to Emory University, leaving there to help create two of the most successful companies dedicated to the advancement of programmed instruction and teaching machines: Teaching Machines, Inc. and the Human Development Institute. Wyckoff’s involvement in these companies epitomizes the application of basic behavior-analytic principles in the development of technology to improve education and human relationships. The emergent picture of Wyckoff is that of a man who, through his research, professional work in educational applications of behavioral principles, and active involvement in the civil rights movement of the 1960s, was strongly committed to applying behavioral science to positively influence human behavior change. Key words: Benjamin Wyckoff, observing responses, conditioned reinforcement, teaching machines, programmed instruction, human relationships, diversity issues, client-centered therapy The first author is now at the National Lewis Benjamin Wyckoff, Jr., Ben Autonomous University of Mexico and was to friends and colleagues, was born in supported by a postdoctoral fellowship award- 1922 in Niagara Falls, New York. -
Can SMART Training Really Increase Intelligence? a Replication Study
J Behav Educ https://doi.org/10.1007/s10864-018-9302-2 ORIGINAL PAPER Can SMART Training Really Increase Intelligence? A Replication Study Dylan Colbert1 · Ian Tyndall2 · Bryan Roche1 · Sarah Cassidy1 © Springer Science+Business Media, LLC, part of Springer Nature 2018 Abstract A burgeoning research stream supports the efcacy of a novel behavior- analytic intervention, known as SMART training, in raising general intelligence by training a set of crucial cognitive skills, referred to as relational skills. A sample of Irish secondary school students (n = 26) was divided into two IQ matched groups, with the experimental group receiving 12 weeks of SMART training delivered in bi-weekly 45-min sessions. WASI IQ assessments were administered at baseline and follow-up to all participants by blind testers. For each of the three WASI IQ indices and the four IQ subtests, signifcant follow-up rises were found for the experimental group only. Analyses of variance indicated a signifcant efect of training on Verbal IQ, Matrix Reasoning and Vocabulary scores. Results lend further support for the efcacy of the SMART training program in enhancing intellectual skills. Keywords Strengthening mental abilities with relational training · Relational frame theory · Derived relational responding · Intelligence · Educational intervention Introduction Training interventions designed to improve intellectual function have been devel- oped within many diferent perspectives and across numerous disciplines, including behavioral psychology (Cohen et al. 2006; Eikeseth et al. 2002; Lovaas 1987; Rem- ington et al. 2007), cognitive psychology (Au et al. 2015; Buschkuehl et al. 2008; * Dylan Colbert [email protected] 1 Department of Psychology, Maynooth University, Maynooth, Co. -
The Ontogenetic Selection of Verbal Capabilities: Contributions of Skinner’S Verbal Behavior Theory to a More Comprehensive Understanding of Language R
International Journal of Psychology and Psychological Therapy 2008, 8, 3, 363-386 The Ontogenetic Selection of Verbal Capabilities: Contributions of Skinner’s Verbal Behavior Theory to a More Comprehensive Understanding of Language R. Douglas Greer Columbia University, USA ABSTRACT I describe how Skinner’s (1957) Verbal Behavior and subsequent research that extended his theory contributes to a more comprehensive understanding of language with regard to the ontogenetic selection of verbal behavior. A large corpus of research has shown the applied utility of the theory for inducing verbal behavior in children missing certain verbal capabilities and developmental cusps. Other related work on Relational Frame theory, Naming theory, and Stimulus Equivalence provided the basis for identifying verbal developmental cusps and capabilities. Evidence on the initial independence of the speaker and listener, and research identifying the experiences that lead to the joining of the speaker and listener within the skin, suggests an empirically based theory of verbal development. This work identifies the preverbal foundations, the speaker and listener components and the experiences that lead to the capability for learning language incidentally and productive language. The growing evidence on the ontogenetic sources of language and its development in children complements the work of other scholarship in language and provides neuroscience with better tools to validate the relation between brain activity and the effects of experience. Keywords: ontogenetic selection of verbal capabilities, higher order verbal operants, verbal development, speaker-as-own-listener. RESUMEN Se describe cómo Conducta Verbal de Skinner (1957) y la investigación relacionada con- tribuyen a una aproximación más integradora del lenguaje basada en la selección ontogenética del comportamiento verbal. -
Reinforcement
Reinforcement This article is about the psychological concept. For behavior but this term may also refer to an enhancement the construction materials reinforcement, see Rebar. of memory. One example of this effect is called post- For reinforcement learning in computer science, see training reinforcement where a stimulus (e.g. food) given Reinforcement learning. For beam stiffening, see shortly after a training session enhances the learning.[2] Stiffening. This stimulus can also be an emotional one. A good ex- In behavioral psychology, reinforcement is a ample is that many people can explain in detail where they were when they found out the World Trade Center was attacked.[3][4] Reinforcement is an important part of operant or instrumental conditioning. 1 Introduction B.F. Skinner was a well-known and influential researcher who articulated many of the theoretical constructs of reinforcement and behaviorism. Skinner defined rein- forcers according to the change in response strength (re- sponse rate) rather than to more subjective criteria, such as what is pleasurable or valuable to someone. Accord- Diagram of operant conditioning ingly, activities, foods or items considered pleasant or en- joyable may not necessarily be reinforcing (because they consequence that will strengthen an organism’s future be- produce no increase in the response preceding them). havior whenever that behavior is preceded by a specific Stimuli, settings, and activities only fit the definition of antecedent stimulus. This strengthening effect may be reinforcers if the behavior that immediately precedes the measured as a higher frequency of behavior (e.g., pulling potential reinforcer increases in similar situations in the a lever more frequently), longer duration (e.g., pulling future; for example, a child who receives a cookie when a lever for longer periods of time), greater magnitude he or she asks for one. -
Verbal Behavior
Instructor: Marc N. Branch Email address: [email protected] Phone: 273-2173 Office hours: Wednesday, 3rd period, and by appointment. Requirements; Ground rules; Format Readings: The amount of reading will vary from week to week. The number of pages is not large by graduate- student standards, but many of the readings are difficult; most could benefit from a second reading. There are two required texts: Skinner, B. F. (1957/1991). Verbal behavior. (VB) Copley Publishing Group. Winokur, S. (1976) A primer of verbal behavior (PVB). Prentice Hall You are likely already to have a copy of VB, but if you do not you may order a copy from http://www.bfskinner.org /BFSkinner/Bookstore.html ($20). Winokur’s book is out of print, so copies have been made and are available at Target copy in the Butler Plaza ($18). There will be recommended additional reading. Many should be available through ordinary web connections. Those that are not will be on electronic reserve and therefore retrievable at https://ares.uflib.ufl.edu/ Class format: The readings will provide the basis for our weekly class discussions, so I expect them to be read carefully and on time. In an effort to make the most of our time together we will try out a number of different discussion formats over the course of the semester. You should come to class prepared to discuss (not just summarize) this material. Our discussion goal will be that everyone has a clear understanding of the concepts presented. Each week the initial discussion will be on the primary, required reading assignment. -
Operantsissue III, 2017 from the President
ISSN 2476-0293 OperantsISSUE III, 2017 from the president was recently talking with a researcher in child development. Naturally, I mentioned Skinner. The researcher said, “of course his science works in the lab, but I have to work in the real world.” Scientific principles, I pointed Iout, are universal. Gravity does not work just in a lab. Nor do the laws of operant conditioning. Skinner made his discovery in a lab, but selection by consequences operates with all organisms and in all settings. This issue of Operants illustrates places around the world where behaviorology is “working.” Julie S. Vargas, Ph.D. President, B. F. Skinner Foundation Chinese Traditional Translated by Kiwiya Zhang 最近我与一位儿童发展领域的研究者聊天。很自然地,我提起了Skinner。这位研究者说:“当然他的科学在实验室里说得通,但我却是要在真实 世界里工作。”我指出,科学的原则是具有普遍性的。万有引力不仅仅在实验室里有用,操作制约也是。Skinner在实验室里发现了后效对行为的 作用,但该作用在所有场合、对所有生命体都有效。本期Operants就阐释了行为学在哪些地方“有用”。 Czech Translated by Helena Vadurova Nedávno jsem mluvila s jedním výzkumníkem, který se zabývá vývojem dítěte. Přirozeně jsem zmínila Skinnera. Ten výzkumník mi řekl: „jeho práce samozřejmě funguje v laboratoři, ale já musím pracovat ve skutečném světě.“ Vědecké principy, poznamenala jsem, jsou uni- verzální. Gravitace funguje nejen v laboratoři. Stejné je to se zákony operantního podmiňování. Skinner svůj objev učinil v laboratoři, ale výběr na základě následků funguje u všech organizmů a ve všech prostředích. Toto vydání časopisu Operants představuje různá místa na světě, kde behaviorální věda „funguje“. French Translated by MarieCeline Clemenceau J’ai récemment échangé avec un chercheur dans le développement de l’enfant. Naturellement, j’ai mentionné Skinner. Le chercheur a déclaré: «Bien sûr, sa science fonctionne dans un laboratoire, mais je dois travailler dans le monde réel». -
Behavioral Models of Depression: a Critique of the Emphasis on Positive Reinforcement
International Journal of Behavioral Consultation and Therapy Volume 4, No. 2, 2008 Behavioral Models of Depression: A Critique of the Emphasis on Positive Reinforcement Paulo Roberto Abreu & Carlos E. Santos Abstract This paper provides a review of behavioral models of depression highlighting the problems associated with its historical emphasis on lowered frequencies of positive reinforcement. We analyzed the models of Ferster and Lewinsohn in their theoretical approach, methodology and application. We conducted a review of the suppressive characteristics exercised by punishment, by the presentation of non-contingent aversive stimulation and by operant extinction. A number of recommendations are made concerning how these processes can inform interventions. We conclude that interventions geared towards identifying aversive control play a promising role in clinical change in the treatment of depression. Keywords: Aversive Control, Response-Contingent Positive Reinforcement, Depression, Clinical Behavior Analysis, Functional Assessment, Behavioral Activation. The present article aims to revisit the principles of behavioral models of depression by emphasizing advancements in the field, as well as providing a critique of the dominant models. With this goal in mind, we aim to re-direct the conceptual analysis towards an understanding of the environmental variables frequently observed in the behaviors of depressed individuals. Drawing from the existing literature, we propose possible variables associated with behavioral suppression and its mechanisms during the development and course of depressive behavior repertories. Three particular behavioral processes are considered: (1) suppressive characteristics exercised by punishment, (2) the presentation of non-contingent aversive stimulation, and (3) operant extinction. We begin with a discussion of the dominant models of depression, followed by a critique, and we conclude with a discussion of how each of these processes can inform clinical interventions. -
On Chomsky's Review of Skinner's Verbal Behavior
On Chomsky's Review of Skinner’s VERBAL BEHAVIOR Kenneth MacCorquodale University of Minnesota S kinner's book, Verbal Behavior, was published in 1957. Chomsky's review of it appeared in 1959. By the criterion of seminal influence in generating controversy and stimulating publication, both must be counted major successes, although the reputation and influence of the review are more widely acknowledged. It has been reprinted at least three times (The Bobbs-Merrill Reprint Series in the Social Sciences, No. A-34; Fodor and Katz, 1964; Jakobovits and Miron, 1967), and Chomsky has recently written (in Jakobovits and Miron, 1967, p. 142) that he would take back little of it if he were rewriting it now. Skinner's Verbal Behavior is an analysis of speech in terms of its “controlling relations” which include the speaker’s current motivational state, his current stimulus circumstances, his past reinforcements, and his genetic constitution. Skinner has accepted the constraints of natural science in his basic analytical apparatus in that all of its terms are empirically definable. He intends to account only for the objective dimensions of verbal behavior and to invoke only objective, nonmentalistic and nonhypothetical entities to account for it. The notion of control, anathema to the politically oversensitive, means only “causation” in its purely functional sense, and need not alarm. It is not arguable nor criticizable that behavior is an orderly, controlled datum, sensitive to the circumstances of the behaver; this is simply a fact which has been amply confirmed. Contents: . Introduction . Criticism 1: Verbal Behavior is an untested hypothesis which has, therefore, no claim upon our credibility .