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Results for “VERBAL BEHAVIOR”

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At least 19 recordsLinked to original sources
PubMed1998

A behavioral intervention for improving verbal behaviors of heroin addicts in a treatment clinic.

Positively reinforcing appropriate behaviors improved verbal behaviors of opioid-dependent patients in a buprenorphine treatment clinic. During B phases of an ABAB design, clients received stickers for engaging in appropriate verbal or nonverbal behaviors. Each sticker provided a chance of winning $25. No reinforcement was provided during the A phases. Appropriate verbal behaviors increased during reinforcement periods, and inappropriate verbal behaviors decreased.

Adult↗
PubMed2000

Constructive anger verbal behavior predicts blood pressure in a population-based sample.

The creation of an observational Constructive Anger Behavior-Verbal Style Scale (CAB-V) and its relation to resting blood pressure (BP) in an age- and sex-stratified, population-based sample is examined. Participants (N = 1,862) provided hypertension risk factor information, had resting BP assessed multiple times, and completed a videotaped interview, which was later coded for CAB-V and Hostile Style. High CAB-V scores remained a significant predictor of lower resting BP when controlling for the effects of standard hypertension risk factors (age, sex, body mass index, physical activity, alcohol use, smoking status, parental myocardial infarction history, education, and diabetic status) and psychosocial measures (anxiety, depression, hostility, social support, and Hostile Style). This relation also remained when excluding known hypertensive persons. Results suggest that constructive anger expression may have an independent beneficial association with resting BP.

Adolescent↗
PubMed1981

Neglected children: mothers' report of child behavior problems and observed verbal behavior.

This laboratory investigation assessed situational differences in observed maternal verbal behavior and the report of child behavior problems between groups of low-income Caucasian mothers and their neglected, behavior problem, or nonproblem children. Relative to controls, the interactions of neglect mothers were most negative and controlling during child-directed play. Behavior-problem mothers were most negative and as controlling as neglect mothers during parent-directed play. Both groups reported more difficult child behavior than controls. The results indicate the importance of considering situational variability and mode of analysis (i.e., frequency and/or percentage) when behavior differences between groups are being determined.

Adult↗
PubMed1995

Higher-order behavior classes: contingencies, beliefs, and verbal behavior.

The concepts of reinforcement and of higher-order classes of behavior are reviewed and applied to analyses of self-reinforcement, self-efficacy, the causal status of private events, and the role of verbal behavior in human action. The analyses support the case that Bandura's criticisms of behavior analytic thought rest upon several misunderstandings, the most important of which are the distinctions between theories and phenomena and a neglect of the process of ontogenic selection. Bandura's persistence in promoting these misunderstandings is puzzling, because over a period of at least two decades he has repeated without substantial correction arguments that were refuted at the time he first made them. Bandura's views on these concepts can be interpreted as a contemporary variety of creationism in behavioral science.

Association Learning↗
PubMed1989

[Schedule sensitivity in human operant behavior: instructed versus shaped verbal behavior].

Presses on left and right buttons by undergraduate students occasionally produced points exchangeable for money, according to a multiple random-ratio random-interval schedule. During interruptions in the schedule, the subjects were required to fill out sentence-completion guess sheets about how they should press the buttons to gain the points available. Three of six subjects were instructed about the rules of button pressing (the instructed group), whereas the others received no instructions but their guesses were shaped with differential points also worth money (the shaped group). The schedule was changed so that button pressing relying on the instructed or shaped rules substantially decreased the available points in the contact condition but not in the no-contact condition. A schedule change in the no-contact condition produced no performance change in either groups. In the contact condition, shaped group subjects showed a performance change, whereas instructed group subjects did not until they temporarily encountered an extinction schedule. When the no-contact condition was reintroduced, sensitive responding occurred in the shaped group but not in the instructed group suggesting that prior experience in the contact condition increased the schedule sensitivity of the shaped group. The findings clearly demonstrated that responding was more sensitive to schedule changes when the rules were shaped than when they were instructed.

Adult↗
PubMed1984

Verbal behaviors and patterns exhibited by physicians during genetic counseling sessions.

Research in interaction and interviewing behaviors usually has focused on the verbal behaviors exhibited by the interactants. These behaviors have been looked upon and analyzed in isolation, that is, as a single event. There is little or no information on physician-patient interactions that analyzes verbal behaviors as being a series of events related to each other. These behaviors, when seen as a chain of events, provide a different and revealing picture of those who exhibit them. A study was undertaken to gather information on physicians' verbal behaviors and verbal patterns during interactions involving genetic counseling. Physicians who were rated high in communication skills spent more time in the affective dimension of the interaction and exhibited more reflection of feelings, emotional probing, reassurance/support, and silence during the interaction with patients. These differences were found in both the sequential verbal pattern data and the individual verbal behavior data.

Communication↗
PubMed2004

Acquisition, learning, or development of language? Skinner's "Verbal Behavior" revisited.

In 1957, Skinner, in his "Verbal Behavior", proposed an explanation on how a language is learned. In 1959, Chomsky strongly argued the non-learnability of language, establishing in the field of developmental psycholinguistics the substitution of the term "learning" for that of "acquisition". Currently, the constructivist models describe language acquisition as a process of ontogenetic, gradual, complex, and adaptive change. This new theoretical framework has been especially useful for rereading Verbal Behavior because it facilitates recovering the Skinnerian learning mechanisms. This can be observed in the recent research trends that recapture reinforcement and imitation (echoic responses), although they are now located in the initial phases of the process and are included in a cognitive dynamic that, by gradually increasing its complexity, can achieve grammar. The new constructivist theoretical framework, by retrieving the functional and referential aspects of language, can also take advantage of the classic Skinnerian proposal about the pragmatic types of verbal behavior, providing it with new meaning.

Behaviorism↗
PubMed1976

Verbal behavior of interviewees: the effects of several situational variables on verbal productivity, disfluency, and lexical diversity.

Interviewer status (high vs. low) and anticipated evaluation (positive vs. negative) were manipulated orthogonally to test competing predictions derived from Hull-Spence and Mahl-Osgoood drive theory hypotheses. The effects of question specificity, interview topic, and interview segment were examined concomitantly. Verbal behavior measures were total words per interviewee response, mean segmental TTR (25), partial mean segmental TTR (25), and ratio of disfluency per response. Results for disfluency tended to support the Mahl-Osgood hypothesis. Lexical diversity results offered weak support for the Hull-Spence hypothesis. Results for verbal productivity failed to support either of the hypotheses and were interpreted as possibly supporting the Duffy-Malmo inverted U hypothesis. Generally, the results suggested that the unitary construct "drive" may be inadequate for explaining the effects of specific situational variables upon verbal behavior.

Anxiety↗
PubMed1968

Developing correspondence between the non-verbal and verbal behavior of preschool children.

Correspondence was developed between children's non-verbal and verbal behavior such that their non-verbal behavior could be altered simply by reinforcing related verbal behavior. Two groups of six children each were given food snack at the end of the day: for reporting use of a specific preschool material during free play (procedure A); and then only for reports of use which corresponded to actual use of that material earlier that day (procedure B). Initially, procedure A alone had little or no effect on the children's use of materials. Procedure B resulted in all of the children in one group actually using a specific material, and after repeating procedures A and B with this group across a series of different materials, procedure A alone was sufficient to significantly increase use of a specific material. Correspondence between verbal and non-verbal behavior was produced such that, in this group of 4-yr-old disadvantaged Negro children, "saying" controlled "doing" 22 or more hours later. In the second group, procedure B initially did not increase the use of a specific material; rather, the children's reports decreased so as to correspond to the intermittent use of the material. It appeared from subsequent procedures with this group that maintenance of a high level of reporting was crucial to the saying-then-doing correspondence seen in the first group.

Journal Article↗
PubMed1990

Skinner's verbal behavior, Chomsky's review, and mentalism.

Skinner's Verbal Behavior (1957) is a comprehensive treatise that deals with most aspects of verbal behavior. However, its treatment of the learning of grammatical behavior has been challenged repeatedly (e.g., Chomsky, 1959). The present paper will attempt to show that the learning of grammar and syntax can be dealt with adequately within a behavior-analytic framework. There is no need to adopt mentalist (or cognitivist) positions or to add mentalist elements to behaviorist theories.

Behaviorism↗
PubMed1999

[Observations of play and verbal behavior of boys with fragile X syndrome in early childhood].

Reports on development and behaviour in boys with fragile-X syndrome support the idea of a characteristic behavioural phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviours in a Montessori play session, but less persistence and organisation than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioural differences as characteristic aspects of a "behavioural phenotype" in children who already in early childhood have fragile-X syndrome.

Adult↗
PubMedDate not supplied

Verbal-behavioral dissociations in development.

Verbal and behavioral measures of children's knowledge are frequently dissociated. These situations represent a largely untapped but important resource for furthering an understanding of human cognition. In this paper, verbal-behavioral dissociations in children are discussed and analyzed, drawing from a wide range of domains. The article explores what might lead to different responses in different modalities, and it is proposed that children's goals may be an important factor. It is concluded that a variety of factors are involved in producing these dissociations, and that a richer picture of development will result from attention to these factors.

Child↗
PubMed1984

Verbal behavior.

THE RECENT HISTORY AND CURRENT STATUS OF THE AREA OF VERBAL BEHAVIOR ARE CONSIDERED IN TERMS OF THREE MAJOR THEMATIC LINES: the operant conditioning of adult verbal behavior, learning to be an effective speaker and listener, and developments directly related to Skinner's Verbal Behavior. Other topics not directly related to the main themes are also considered: the work of Kurt Salzinger, ape-language research, and human operant research related to rule-governed behavior.

Journal Article↗