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PubMedDate not supplied

[Various analogues of the second-signal behavior in monkeys during their symbolic "description" of properties of planimetric figures].

An attempt was made of experimental simulation of some components of the "second-signal" (verbal) behavior in rhesus monkeys (Macaca mulatta) under conditions of their "dialog" with a computer. Three monkeys were trained to perform manipulative actions on keyboard simulator to "describe" the properties of planimetric figures. For the period of research, the monkeys have learned to reproduce combinations of two symbols ("bigrams") that were used by them for a "description" up to 12 geometrical figures of various sizes. The data obtained indicate that rhesus monkeys are able not only to generalize the properties of a certain class of visual images at the perceptual level but also to use symbols for the description of these generalized properties.

Animals↗
PubMed1991

Initial dyadic peer interaction of attention deficit-hyperactivity disorder and normal boys.

The present study assessed the frequency and patterns of play duration and verbal behavior of medicated attention deficit-hyperactivity disorder (ADHD) boys in an initial social encounter with a normal, same-age peer. Eight pairs each of previously unacquainted ADHD/normal boys and normal/normal boys were videotaped as they interacted in a free-play setting (N = 32). The ADHD/normal dyads engaged in more solitary play and less associative play than the normal/normal dyads. Sequential analyses of the ADHD/normal dyads' play patterns revealed that they had problems in their progression along the play hierarchy, in sustaining associative play, and in avoiding withdrawal after rough and tumble play. In comparison to the normal/normal dyads, the ADHD/normal dyads also differed in the quality of verbal interaction as seen in their lower levels of verbal reciprocity and affective expression. Process explanations for the problems ADHD boys display in an initial social encounter and the implications of these difficulties for diminished socialization opportunities were discussed.

Attention Deficit Disorder with Hyperactivity↗
PubMed1982

Analyses of client variables in a series of psychotherapy sessions with two child clients.

Studied the process of child psychotherapy by means of analyses of client verbal behaviors. Audio-video recordings were made of nine intermittent psychotherapy sessions with 2 child clients, aged 8 and 12. A randomized mastertape of 4-minute segments was rated for self-exploration by means of the Carkhuff scale. Transcripts were categorized by means of an extended Snyder system and a preliminary set of grammatical variables. Transcripts then were minutized, and all client variables were intercorrelated and factor-analyzed. According to the research expectations, a high level of interrater reliability for the Carkhuff scale and high levels of interjudge agreement for the extended Snyder system were found. Analyses of the client variables demonstrated the nature of each client's verbal responding as well as their pattern of change across successive therapy sessions. The overall verbal response behavior of each client was summarized best through the factor analyses. Communalities and individual differences between the clients were discussed. Future directions for the study of client variables in child psychotherapy process research were suggested.

Affective Symptoms↗
PubMed1984

Bridging the gap: parent-child play interaction and peer interactive competence.

A multimeasure, multicontext study of the relationship between father-child and mother-child play and children's competence with preschool peers was conducted. 13 boys and 14 girls, ages 3-4 years, and their parents participated. Children were videotaped while playing with each parent separately for 20 min in their homes. Children's social competence with their peers was independently evaluated by 3 measures: (1) rankings of preschool teachers of popularity with peers, (2) Q-sort ratings of children's competence by their teachers, and (3) assessments of social interaction with 3 different preschool peers on separate occasions. Differential patterns of maternal and paternal behavior were associated with the social competence of boys and girls. Paternal physical play, engagement, and maternal verbal behavior were positively related to children's peer relations, especially for boys. Paternal directiveness was negatively related to popularity for boys and girls, while maternal directiveness was positively linked with popularity for girls. Opportunities for learning to regulate affect are hypothesized to contribute to these relationships. The study illustrates the linkages between family and peer social systems.

Affect↗
PubMed1976

Length of hospitalization on a short-term therapeutic community. A multivariate study by sex across time.

Patient length of hospitalization was examined in a private short-term therapeutic community unit using a longitudinal, multimethod, -ultivariate approach, with data analyzed separately by patient sex. Patient data were entered into stepwise linear regression analyses for weeks 1, 2, and 4 of an average seven-week hospitalization for male and female patients separately. Results for men were not specifically replicated among the women. Longer-staying men were diagnosed more frequently as "personality disorders," tended to be somewhat aloof, perceived the ward as encouraging denial, facade, order, and organization. Among women, verbal behavior, interpersonal relations, discontentedness with family, and other variables were related to length of hospitalization. Shorter-staying male and female patients tended to exhibit characteristics at the "feminine" end of a hypothetical masculinity-femininity continuum. Conforming, accepting behavior seemed reinforced for all patients.

Adult↗
PubMed1979

Generalization by autistic-type children of verbal responses across settings.

Generalization of verbal behavior by autistic-type children across physically different settings was assessed. Four boys learned responses to common questions in two settings at school and were probed to determine transfer of learning to home. Three of the children demonstrated little generalization to home when trained in a cubicle. Greater generalization was indicated when they received training at varied locations. The fourth child generalized most responses to his home regardless of training setting. Simple manipulations of the school environment to more closely simulate home conditions may facilitate transfer of training to the natural environment.

Autistic Disorder↗
PubMed1978

The assessment and training of assertive skills with drug addicts: a preliminary study.

The effects of a short-term behaviorally-oriented assertion training program were evaluated with a sample of drug-abuse patients concurrently involved in an ongoing inpatient program. Assertion questionnaire and verbal performance data were obtained from both a treatment and a no-treatment group prior to and following 3 weeks of assertion training. The results indicated consistent and significant group differences on the verbal behavior variables, but not on the questionnaire data. The results also suggested that the assessment of assertion by situationally defined problem areas may be more accurate and sensitive to change than a more general definition and assessment of assertive behavior.

Adult↗
PubMed2000

Software for recording observational files.

We offer the new software Codex, written in Visual Basic 3.0. It is a tool adequate in observational methodology. Its fundamental objective is to record motor and verbal behavior using the data types proposed by Bakeman and Quera (1995, 1996), together with the field formats proposed by Hall (1963), Weick (1968), Hutt and Hutt (1974), and Anguera (1979). It is designed to allow for data interchange between specific programs in use in observational methodology (SDIS-GSEQ, The Observer, and Theme) and other general programs (spread sheets, statistics applications, word processing programs, sound cards, etc.).

Behavior↗
PubMed2003

A pilot study on a home-based caregiver training program for improving caregiver self-efficacy and decreasing the behavioral problems of elders with dementia in Taiwan.

OBJECTIVE: To investigate the effectiveness of a home-based caregiver training program for caregivers of elders with dementia and behavioral problems. METHODS: A prospective study was conducted in the communities of Northern Taiwan. Forty-eight patients with dementia and their family caregivers were included. The experimental group (n = 24) received a two-session in-home caregiver training program, and the control group (n = 24) received only written educational materials. The Chinese version of Cohen-Mansfield Agitation Inventory (CMAI), community form, was used to measure the behavioral problems of patients with dementia. The caregiver's self-efficacy, for managing the demented person's agitation, was measured by the Agitation Management Self-efficacy Scale (AMSS). The CMAI and AMSS were administered before (baseline), three weeks (1st post-test), and three months (2nd post-test) after the two-session training program. RESULTS: Except for the physically aggressive behavior subscale, the scores of physically non-aggressive behavior, verbally aggressive and non-aggressive behavior subscales as well as the overall CMAI decreased significantly and continuously in the experimental group and differed significantly from the changed scores from those in the control group (p < 0.05). Physically aggressive behaviors showed a decreasing trend for both groups. Scores of the Agitation Management Self-Efficacy Scale and its subscales increased significantly and continuously in the experimental group in comparison to those in the control group (p < 0.05). CONCLUSIONS: This home-based caregiver training program is helpful for decreasing problematic behaviors of elder people with dementia and it improves the caregiver's self-efficacy for managing problematic behaviors.

Aged↗
PubMed1983

Nonverbal behavior of the type A individual.

Forty-one health professional students were videotaped during three consecutive conditions: a 5-min wait for a tardy interviewer, the structured interview for determining the Type A behavior pattern, and a 5-min relaxation period. Afterward, subjects were classified as Type A or B based on audiotapes of the interview. The total amount of activity and the frequency or duration of Type A behaviors were compared between Type A and Type B subjects. In all three experimental conditions, Type A subjects moved their arms more than Type B subjects. During both the waiting and the relaxation periods, Type A subjects sat still less and spent more time exploring than did Type B subjects. During the interview, Type A subjects gestured more frequently than Type B subjects. Nonverbal behaviors correctly identified behavior pattern in 71% of the subjects. The addition of nonverbal behaviors improved the discrimination of behavior pattern above that obtained from verbal behavior alone. The greater activity, restlessness, exploratory behavior, and gestures of Type A persons are consistent with the two major etiologies proposed for the Type A behavior pattern.

Adult↗
PubMed1979

Social alienation-personal disorganization assessment in disturbed and normal adolescents.

Two groups of adolescents seeking psychotherapy (N = 91 and N = 198) and a normative group (N = 112) provided 5-minute verbal behavior protocols which were content analyzed for social alienation-personal disorganization (SA-PD). The data supported the hypothesis that adolescents applying for help in 1974 to 1975 showed greater pathology than those seen in 1972 to 1973. The normative adolescents were significantly healthier than either of the two Adolescent Clinic groups. In the clinic samples, older adolescents were more disturbed than those in the younger ranges. The SA-PD scale is a useful addition to tools available for the assessment of emotional states of adolescents. The data support the idea that there appears to be an increasing severity in the problems presented by adolescents in very recent years.

Adolescent↗
PubMed2000

Partial remediation of speaker and listener behaviors in people with severe dementia.

We investigated the effects of contingent reinforcement (Intervention 1) and contingent reinforcement with modeling (Intervention 2) on speaker and listener behaviors in 5 people with severe dementia. Intervention 1 generally increased listener behavior; there was no clear effect on tacting, but echoic behavior increased in the one case investigated. Given the weak baseline repertoires of these clients and the paucity of other effective interventions, even the small increases in verbal behaviors found here are important. Further gains may be achieved, for example, if reinforcement opportunity per trial type were to be increased from one to several per day or if participants were trained to echo the listener stimulus in mand compliance tasks.

Aged↗
PubMed1991

The effects of two levels of linguistic constraint on echolalia and generative language production in children with autism.

The effects of specific types of adult antecedent utterances (high vs. low constraint) on the verbal behaviors produced by three subjects with autism were examined. Adult utterance types were differentiated in terms of the amount of control the adults exhibited in their verbal interactions with the subjects during a free play setting. Videotaped interactions were analyzed and coded according to a predetermined categorical system. The results of this investigation suggest that the level of linguistic constraint exerted on the child interactants during naturalistic play sessions affected their communicative output. The overall findings suggest that (a) adult high constraint utterances elicited more verbal utterances in general, as well as a majority of the subjects' echolalia; (b) adult low constraint utterances elicited more subject high constraint utterances; and (c) the degree of constraint of adult utterances did not appear to influence the mean lengths of subjects' utterances. The results are discussed in terms of their implications for educational interventions, and suggestions are made for future research concerning the dynamics of echolalia in interactive contexts.

Autistic Disorder↗
PubMed1989

Interactions of mothers and fathers with conduct problem children: comparison with a nonclinic group.

The purpose of this study was to compare the interactions of clinic-referred mothers and fathers with their conduct problem children with those of nonclinic "normal" parents and their children without problems in terms of their expression of positive and negative affect. Forty parents and their 20 children participated. Results indicated that clinic mothers and fathers exhibited significantly increased negative verbal behaviors with their children than nonclinic parents. Valence scores also indicated clinic mothers had significantly more negative nonverbal affect behaviors than nonclinic mothers. Clinic children exhibited significantly less positive verbal and nonverbal affect behaviors with their mothers than nonclinic children. Valence scores indicated that clinic children exhibited more negative nonverbal behaviors with both mothers and fathers in comparison to nonclinic children.

Affect↗
PubMed1997

Defining verbal abuse of children: a survey.

120 women and 31 men, mental health professionals and parents, rated 18 categories of parental verbalizations on acceptability in childrearing. There was general agreement (80%) that 10 categories of verbal behavior were never acceptable.

Adult↗
PubMed1978

Smoking artifacts: factors of source evaluation.

Responses from 323 students in communication indicated that credibility factors associated with nonverbal smoking artifacts are not the same as those associated with verbal stimuli; a character factor was absent for nonverbal stimuli. Verbosity, however, may permit inferences regarding potential verbal behavior.

Character↗
PubMed2004

Facilitators' influence on student PBL small group session online information resource use: a survey.

BACKGROUND: In problem-based learning curricular research has focused on the characteristics of good facilitators and how they influence student performance and satisfaction. Far less frequently addressed has been the question of how PBL facilitators influence the small group session activity of students. We investigated the impact that facilitators' encouragement of use or non-use of the Internet would have on the students' use of online information resources. METHODS: Survey of student and facilitator perceptions of facilitator behavior and student use of online information resources. RESULTS: Students who used online information resources rated their facilitators' behavior as more encouraging, while students in groups who didn't use online information resources during problem-based learning small group sessions rated their facilitators' behavior as less encouraging. This result was statistically significant. CONCLUSIONS: Our study supports the role of the facilitator as an influence on medical students in small groups, particularly with respect to facilitator verbal behavior encouraging or discouraging student use of information technology in the problem-based learning small group session.

Attitude of Health Personnel↗
PubMed1996

On the origins of naming and other symbolic behavior.

We identify naming as the basic unit of verbal behavior, describe the conditions under which it is learned, and outline its crucial role in the development of stimulus classes and, hence, of symbolic behavior. Drawing upon B. F. Skinner's functional analysis and the theoretical work of G. H. Mead and L. S. Vygotsky, we chart how a child, through learning listener behavior and then echoic responding, learns bidirectional relations between classes of objects or events and his or her own speaker-listener behavior, thus acquiring naming-a higher order behavioral relation. Once established, the bidirectionality incorporated in naming extends across behavior classes such as those identified by Skinner as the mand, tact, and intraverbal so that each becomes a variant of the name relation. We indicate how our account informs the specification of rule-governed behavior and provides the basis for an experimental analysis of symbolic behavior. Furthermore, because naming is both evoked by, and itself evokes, classes of events it brings about new or emergent behavior such as that reported in studies of stimulus equivalence. This account is supported by data from a wide range of match-to-sample studies that also provide evidence that stimulus equivalence in humans is not a unitary phenomenon but the outcome of a number of different types of naming behavior.

Journal Article↗