Psych of Learning (Exam 3)

Structural Verbal Behavior

Structural Verbal Behavior

focuses on how the grammar, syntax, & processes of language influence our behavior

Functional Verbal Behavior

focuses on the operating contingencies in the environment that control the speaker's behavior

Consequences of Verbal Behavior

reinforced through another person's behavior which is evoked by stimulus (visual, auditory, tactile)

Non-verbal Stimulus

object, object property, action, relation

Verbal Stimulus

written or spoken word, number, symbol

Manding / The Mand Relation

response form controlled by CURRENT ESTALISHING OPERATION, or controlled by what the speaker wants from the listener

(from the word "command" or "demand")

ex. kid asks for ball when they want to play with it

Things Manded For & Examples

• Attention ("hey!")

• Objects ("water")

• Actions ("come here")

Ex. speaking, writing, signing, finger spelling, morse cord, point at words, symbol, or pic

Mand Applied Examples

The Tact Relation

response form controlled by an immediately prior NON-VERBAL DISCRIMINATIVE STIMULUS, such as labeling something within their environment

(from the word "contact")

ex. you smell popcorn & say, "mmm, popcorn!"

Tacts Applied Examples

Mands vs Tacts

• Mands: allow speakers to alter environment through listeners' behavior

• Tacts: permits listeners to react to stimuli affecting speakers

reinforcing verbal behavior enhances the effectiveness of the entire verbal community

Functional Independence

verbal operants have to be functionally independent, if they're learned separately then they can't say it in all contexts and the word only developed a single function

ex. you ask a child "what is this?" - "banana" then ask to "tell me a yellow fruit" - no response

Intraverbals / The Interverbal Relation

• verbal response form controlled by a VERBAL STIMULUS

• no point-to-point correspondence between the response & verbal stimulus

Intraverbal Applied Examples

Duplics (Echoic) Relation

• response form controlled by verbal stimulus

• formal similarity between response & verbal stimulus (speaker repeats what's heard)

• point-to-point correspondence between response & verbal stimulus

Duplic/Echoic Applied Examples

Codic Relation

response form controlled by a verbal stimulus with point-to-point correspondence

Textuals (codic) vs Echoic (duplic)

• Textuals: visual stimulus = vocal response (ex. reading text out loud)

• Echoic: auditory stimulus = written response (ex. writing down what you hear)

Codic Applied Examples

Forms of Verbal Responses

Point-to-Point Correspondence

response is the same word (or phoneme) as stimulus

Formal Similarity

response & stimulus are in the same sense mode

Audience Control

a non-verbal stimulus that controls the form of a verbal response (not necessarily a person)

Generalized Imitation

learning to imitate others

(we learn "imitation" as a behavior rather than learning to imitate specific response)

Precurrent Behavior

many rules are designed to evoke precurrent behavior which is behavior that precedes & mediates other behavior

ex. making a grocery list = Sd for certain items

Rules

• Specifies behavior: may not be exact behavior, but the effects of it

• Specifies the contingency: clarifies the consequences associated w/ certain actions

Contingency-Shaped Behavior

the contingency is actually contacts

ex. if you speed, then you'll receive a fine

Rule-Governed Behavior

you do something because of a rule

ex. you don't speed bc you known there's a fine if you do

Applied (dimensions of applied behavior analysis)

behavior or organism is of interest to society

ex. studying how seat belt use increases likelihood of survival

Behavioral (dimensions of applied behavior analysis)

specific behaviors are targeted for the interventions

ex. "does training mands also help in training echoics?"

Analytic (dimensions of applied behavior analysis)

Identifies the functional relationship between behavior & environmental variables

ex. "what effect does the removal of the death penalty have on the rate of homicides?"

Generalizable (dimensions of applied behavior analysis)

★ Generalization: demo of control over behavior

• Stimulus: similar stimuli evoke same response

• Response: same stimulus evokes multiple types of responses

• Response Maintenance: response continues to occur long after treatment

Effective (dimensions of applied behavior analysis)

interventions produce socially significant changes in behavior

(p-value used as a test of statistical significance)

Technological (dimensions of applied behavior analysis)

interventions are clear & replicable

ex. following a recipe with specific steps

Conceptually Systematic (dimensions of applied behavior analysis)

procedures are described based on the behavioral principles

ex. a behavioral analyst is reviewing their client's treatment plan with the parents

Differential Reinforcement of Other Behavior (DRO)

reinforcement contingent on absence of target behavior for set duration

ex. saying "nice job!" for every 5 mins w/o whining

Differential Reinforcement of Alternative Behavior (DRA)

reinforcement contingent on occurrence of specific behavior

ex. giving a cookie for asking nicely

Why might it be difficult to use a reversal design in the natural environment?

in natural settings, behavior is often resistant to a reversal procedure

Contingency Management Approach to Reduce Substance Abuse

managing the contingencies in place for use or non-use of harmful substances

In which cases do behavior analysts support the use of electric skin shock?

"we strongly oppose the use of contingent electric skin shock (CESS) under any condition"

NeuroDivergent

nonmedical term to describe people whose brain develops or works differently for some reason.

ABA Therapy

ABA services is to habilitate an individual ↪ habilitation involves teaching the skills needed to live as independently as possible

Overjustification Effect

• performance decreases below baseline levels after a reward is removed

• not an issue of ABA but of how/why reinforcers are delivered

What issues did Leaf et al. have with Kupferstein’s study?

1. Hypothesis testing bias

2. Indirect measures: surveys self-report inaccurate data

3. Respondent selection: bland group w/ some self-diagnosed w/ ASA

4. Ambiguity of ABA: research design flawed

5. Measurement: not using tools to full potential (PCL-5 assessment)

Kupferstein’s study had major methodological & conceptual flaws with a biased analysis that barely had evidence to support these claims. Should be more considerate that ABA-based interventions could be potentially traumatic for those receiving it.

What metaphorical comparison is Skinner making between a hen having an egg and a poet having a poem (p. 351 – On Having a Poem)? What does he mean by “who deserves credit?” What control does he suggest a poet has over the poem produced?

He compares how the hen & the poet is responsible for producing the egg & poem. However, he inquires which deserve the credit, as if the poet originate the poem or did his behavior merely the product of his genetic & environmental histories.