A Review of B. F. Skinner's Verbal Behavior
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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The text of those lectures, possibly somewhat edited and modified by Skinner after their delivery, was preserved as an unpublished manuscript, dated 1948, and is reproduced here.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. -
Associative Retrieval Processes in Episodic Memory
Syracuse University SURFACE Psychology College of Arts and Sciences 2008 Associative Retrieval Processes in Episodic Memory Michael J. Kahana University of Pennsylvania Marc W. Howard Syracuse University Sean M. Polyn University of Pennsylvania Follow this and additional works at: https://surface.syr.edu/psy Part of the Cognition and Perception Commons Recommended Citation Kahana, Michael J.; Howard, Marc W.; and Polyn, Sean M., "Associative Retrieval Processes in Episodic Memory" (2008). Psychology. 3. https://surface.syr.edu/psy/3 This Article is brought to you for free and open access by the College of Arts and Sciences at SURFACE. It has been accepted for inclusion in Psychology by an authorized administrator of SURFACE. For more information, please contact [email protected]. Associative Retrieval Processes in Episodic Memory Michael J. Kahana Department of Psychology University of Pennsylvania Marc W. Howard Department of Psychology Syracuse University Sean M. Polyn Department of Psychology University of Pennsylvania Draft: Do not quote Abstract Association and context constitute two of the central ideas in the history of episodic memory research. Following a brief discussion of the history of these ideas, we review data that demonstrate the complementary roles of temporal contiguity and semantic relatedness in determining the order in which subjects recall lists of items and the timing of their successive recalls. These analyses reveal that temporal contiguity effects persist over very long time scales, a result that challenges traditional psychological and neuroscientific models of association. The form of the temporal contiguity effect is conserved across all of the major recall tasks and even appears in item recognition when subjects respond with high confidence. -
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. -
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. -
Behavior Systems, Associationism, and Pavlovian Conditioning
Psychonomic Bulletin & Review 1994, 1 (4), 405-420 Behavior systems, associationism, and Pavlovian conditioning WILLIAM TIMBERLAKE Indiana University, Bloomington, Indiana Associative and behavior systems accounts of Pavlovian conditioning have different emphases. The traditional associative account has focused on the role of the unconditional stimulus (US) in strengthening stimulus associations according to a set of general laws. The behavior systems account has focused on the relation of conditional responding to the preorganized perceptual, motor, and mo tivational organization engaged by the US. Knowledge of a behavior system enables successful pre diction of the form and ease of conditioning as a function of the type of conditional stimulus (CS), US, and the CS-US relation. At the same time, Pavlovian manipulations act as a window on how a behavior system works. Both associative and behavior systems accounts can be criticized as in complete and idiosyncratic. A comprehensive account of Pavlovian conditioning could profit from their integration. Laboratory-associationist and adaptive-evolutionary zation and motivational processes underlying behavior is accounts of Pavlovian conditioning differ markedly in a critical step in understanding conditioning. Presenta their focus. The former has emphasized the association tion of the US is viewed as engaging and constraining between the conditional stimulus (CS) and the uncondi preorganized mechanisms underlying behavior, rather tional stimulus (US), and the role of the US in strength -
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. -
B. F. Skinner's Analysis of Verbal Behavior: a Chronicle
ISSN 1982-3541 Belo Horizonte-MG, Brazil 2007, Vol. IX, nº 2, 21-38 B. F. Skinner’s analysis of verbal behavior: a chronicle Ernst A. Vargas Julie S. Vargas B. F. Skinner Foundation Terry J. Knapp University of Nevada, Las Vegas Abstract A time line of Skinner’s work on verbal behavior must start at the very beginning of his scientific career. Skinner laid down the conceptual framework of his Theory of Behavior as early as his thesis. He developed his experimental work within this framework, and depended on research results to adjust and modify his theory. At the same time, he initiated efforts to interpret verbal behavior within his theoretical formulations and upon the operant relations he discovered in the laboratory. Work on both mediated and nonmediated relations entwined throughout his career. He discovered the basic verbal relations slowly and inductively over a twenty-five year span of effort. Key words: Skinner, Verbal behavior, History, Theory. Introduction ior derived from an experimental analysis of a more rigorous sort” (Skinner, 957, p. ). Skinner’s writing of Verbal Behavior From the beginning, it was an effort about took place over many years, in many settings, which he was quite explicit as he stated in a and with continuous revisions. More impor- letter to Fred Keller, “What I am doing is ap- tantly, it took place within the implicit frame- plying the concepts I’ve worked out experi- work of his theory of behavior, primarily mentally to this non-experimental (but Em- based on the process of behavioral selection. pirical) field” (Skinner, July 2, 1934). -
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 . -
Verbal Aversive Control in Clinical Interaction
Nerea Galván Domínguez, Jesús Alonso Vega, and María Xesús Froxán Parga Psicothema 2020, Vol. 32, No. 2, 182-188 ISSN 0214 - 9915 CODEN PSOTEG Copyright © 2020 Psicothema doi: 10.7334/psicothema2019.171 www.psicothema.com Verbal aversive control in clinical interaction Nerea Galván Domínguez, Jesús Alonso Vega, and María Xesús Froxán Parga Universidad Autónoma de Madrid Abstract Resumen Background: Aversive control techniques involve aversive stimuli to Control verbal aversivo en la interacción clínica. Antecedentes: el generate behavioral change. The purpose of this work is to analyze the use término control aversivo se refi ere a las situaciones en las que se genera of verbal aversive control by psychologists during the clinical interaction, un cambio conductual mediante el uso de estímulos que provocan algún combining respondent and operant explanations. Method: Observational tipo de malestar. En este trabajo analizamos el uso de verbalizaciones methodology is used to analyze 26 session recordings of three different aversivas por parte del terapeuta durante la interacción clínica, cases of anxiety disorder, relationship problem and low mood problem combinando explicaciones pavlovianas y operantes. Método: mediante (27h 32’) carried out by two psychologists of the Therapeutic Institute metodología observacional se analizaron 26 grabaciones de tres casos de of Madrid. The variables considered were psychologists’ aversive and ansiedad, problemas de pareja y bajo estado de ánimo (27h 32’) tratados non-aversive verbalizations and clients’ antitherapeutic verbalizations. por dos terapeutas del Instituto Terapéutico de Madrid. Las variables Results: There is a strong relationship between clients’ antitherapeutic consideradas fueron las verbalizaciones aversivas y no aversivas del verbalizations and psychologist’s aversive verbalizations, both potential terapeuta y las verbalizaciones antiterapéuticas del cliente. -
Running Head: CROSS-PAIR ASSOCIATIONS 1 Are Associations Formed Across Word Pairs? a Test of Learning by Temporal Contiguity In
Running head: CROSS-PAIR ASSOCIATIONS 1 Are associations formed across word pairs? A test of learning by temporal contiguity in associative recognition Adam F. Osth Julian Fox The University of Melbourne Word count: 3,663 Address correspondence to: Adam Osth (E-mail: [email protected]) Author Note We are extremely grateful to Vencislav Popov for sharing his data upon request and all authors who have publicly shared their data that we re-analyze in this work. We would also like to thank Nicola Singleton for assistance with data collection for Experiment 1. This work was supported by ARC DE170100106 awarded to Adam Osth. Data from this article can be found on our OSF page (https://osf.io/64qyf/). CROSS-PAIR ASSOCIATIONS 2 Abstract In models such as the search of associative memory (SAM: Gillund & Shiffrin, 1984) model, associations in paired associate tasks are only formed between the pair of to-be-remembered items. The temporal context model (TCM: Howard & Kahana, 2002) deviates from SAM by positing that long range associations are formed between the current item and all previously presented items, even in paired associate tasks, where cross-pair associations are formed in addition to within-pair associations (Davis, Geller, Rizzuto, & Kahana, 2002). We tested this proposal in an associative recognition task by constructing rearranged pairs where the distance in within-list serial position between the two pair members was manipulated between one and five pairs. Models such as TCM predict that FAR should be highest for rearranged pairs that are constructed from pair members that were adjacent to each other on the study list, while models such as SAM predict that FAR should be equal for rearranged pairs regardless of whether they’re constructed from adjacent or remote pairs. -
Two Approaches to the Distinction Between Cognition and 'Mere Association'
International Journal of Comparative Psychology, 2011, 24, 314-348. Copyright 2011 by the International Society for Comparative Psychology Two Approaches to the Distinction between Cognition and ‘Mere Association’ Cameron Buckner Indiana University, Bloomington, U.S.A. The standard methodology of comparative psychology has long relied upon a distinction between cognition and ‘mere association’; cognitive explanations of nonhuman animals behaviors are only regarded as legitimate if associative explanations for these behaviors have been painstakingly ruled out. Over the last ten years, however, a crisis has broken out over the distinction, with researchers increasingly unsure how to apply it in practice. In particular, a recent generation of psychological models appear to satisfy existing criteria for both cognition and association. Salvaging the standard methodology of comparative psychology will thus require significant conceptual redeployment. In this article, I trace the historical development of the distinction in comparative psychology, distinguishing two styles of approach. The first style tries to make out the distinction in terms of the properties of psychological models, for example by focusing on criteria like the presence of rules & propositions vs. links & nodes. The second style of approach attempts to operationalize the distinction by use of specific experimental tests for cognition performed on actual animals. I argue that neither style of criteria is self-sufficient, and both must cooperate in an iterative empirical investigation into the nature of animal minds if the distinction is to be reformed. It is now commonplace in comparative psychology to find nonhuman animal behaviors explained in terms of “cognitive” capacities such as episodic memories, concepts, transitive orderings, and cognitive maps.