Correspondence Training: An Example of Rule‐governed Behavior?

Deacon, Joseph R.; Konarski, Edward A.

doi:10.1901/jaba.1987.20-391

Cited by 34 publications

(49 citation statements)

References 18 publications

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“…At the same time, however, it is plausible that the feedback procedures served an antecedent function, operating as discriminative stimuli for the students' performance that occurred in activity sessions less than 4 hr later. It is also possible that the procedures served to establish rule-governed behavior (e.g., Baldwin & Baldwin, 1986;Deacon & Konarski, 1987). Rulegoverned behavior develops when rules are provided or self-generated and reinforcement is provided for following those rules.…”

Section: Resultsmentioning

confidence: 99%

Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

Kern-Dunlap¹,

Dunlap²,

Clarke³

et al. 1992

J of App Behav Analysis

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Peer interactions are among the greatest challenges experienced by children who have severe emotional and behavioral problems. This study evaluated an intervention package designed to increase the ratio of these children's desirable to undesirable interactions. The package induded three principal components: (a) observation of videotapes following regularly scheduled peer activity sessions; (b) self-evaluation ofthe children's peer interactions observed on the videotapes; and (c) delayed feedback and reinforcement for desirable peer interactions. Five students from two elementary schools participated. Multiple baseline designs and one reversal were used to evaluate the effects of the intervention package. The results showed that the intervention produced lower levels of undesirable peer interactions and higher ratios of desirable to undesirable interactions for all participants. The results are discussed in regard to their conceptual and applied implications and in terms of specific directions for future research.

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Section: Resultsmentioning

confidence: 99%

Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

Kern-Dunlap¹,

Dunlap²,

Clarke³

et al. 1992

J of App Behav Analysis

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“…, 1986a;Williams & Stokes, 1982). In addition, getting subjects to verbalize the say-do relation itself (e.g., "I've done what I said I would do") has been thought to facilitate the generalization of say-do correspondence (Deacon & Konarski, 1987;Ward & Stare, 1990). The procedures used in the current study incorporated some of the foregoing features with a measure of generalization more restricted, the first trial, and two types of histories and conditions to probe generalization.…”

Section: Discussionmentioning

confidence: 99%

“…The formation of a rule has been also indicated (Deacon & Konarski , 1987;Paniagua & Black, 1990;Stokes et aI. , 1987;Ward & Stare, 1990) based on the fact that in most of the studies the experimenter says something like "because you said and you did, then .. . "…”

mentioning

confidence: 97%

“…or "because you said that and you did not . .. " while implementing differential consequences for say-do correspondence (Deacon & Konarski , 1987). Moreover, this type of generalization might also be conceptualized in the same way as generalized imitative responding (Baer, Peterson , & Sherman , 1967) or as any other abstracted relational response class (Barnes-Holmes & Barnes-Holmes, 2000;Hayes, Gifford, & Wilson, 1996;Luciano, 1996, in press).…”

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confidence: 99%

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Generalization of Say-Do Correspondence

2001

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Say-do correspondence training establishes a relation between what a person says and then does, or does and then reports. The conditions that establish the generalized form of this behaviorbehavior relation have not been thoroughly investigated. The current study analyzes two conditions, or types of histories, giving rise to the generalization of say-do correspondence. Eleven preschool children, ages 3 years, 10 months to 5 years, participated. Two baseline phases showed the lack of say-do correspondence in four behaviors, two similar and two dissimilar, with the second baseline involving social consequences contingent upon saying what to do. Next, differential consequences were applied to the say-do correspondence relation in Behavior 1. Subsequently, say-do correspondence was maintained under two conditions with 6 and 5 children participating, respectively. In both conditions consequences were equally thinned but in Condition 1, saying was kept in a vocal modality (as during training) and, in Condition 2, saying was changed from a vocal to a symbolic modality. Generalized say-do correspondence of untrained behaviors was then tested. Considering the first trial for each behavior, greater generalization was observed in the symbolic condition. Observation of the children's behavior in this condition indicated that the type of symbolic saying response used in the current study permitted the transfer of the stimulus properties of saying from the saying to the doing context. Say-do correspondence training establishes an arbitrary relation between what a person says and does, or does and then reports (Baer,

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“…Entretanto, a publicação de Verbal Behavior (Skinner, 1957) demorou a gerar testes experimentais, sendo precedidos nos anos 1970 por estudos focalizando a emergência de classes de estímulos equivalentes (Sidman, 1971;Sidman & Cresson, 1973;Sidman, Cresson & Wilson-Morris, 1974), muito importantes por demonstrarem o controle de estímulos envolvido nos processos considerados simbólicos. Nas décadas seguintes surgiram estudos sobre a correspondência entre dizer e fazer visando, entre outros objetivos teóricos, investigar a dependência ou independência funcional entre mandos e tactos (e.g., Baer & Detrich, 1990;Freitas-Ribeiro, 1989) e sobre processos adicionais envolvendo controle verbal (e.g., Baer, Detrich & Weninger, 1988;Deacon & Konarski, 1987;Guevremont, Osnes & Stokes, 1986;Ward & Stare, 1990). Tendo em vista que essas áreas de pesquisa promovem a compreensão dos processos considerados simbólicos como efeitos do controle de estímulos e, deste modo, demonstram empiricamente sua natureza operante, alguns serão brevemente sumariados para, na discussão geral, explorar suas relações com o presente estudo.…”

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Inferências Sobre Classes De Operantes Precorrentes Verbais Privados

Simonassi

Cameschi

Vilela

et al. 2012

REBAC

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RESUMOEste estudo replica sistematicamente e expande a validade da análise de Greenspoon (1955) de que processos simbólicos interpretados como "uso da linguagem", podem ser descritos como classes de respostas operantes. No Experimento I, 16 universitários foram distribuídos em dois grupos, em função de agruparem ou não palavras aleatórias por classe gramatical sem indução explícita. Posteriormente, cada participante foi exposto a palavras de diferentes classes gramaticais, em um delineamento ABA. Na Fase de Treino (B), tocar nas palavras pertencentes à classe dos verbos eram conseqüenciadas com "CERTO" e nas demais classes, com "ERRADO"; nas linhas de base (A), pré e pós-treino, não haviam conseqüências programadas. Os resultados mostraram que o grupo que classificou as palavras gramaticalmente teve melhor desempenho, como efeito do controle discriminativo subjacente aos processos privados denominados comportamento precorrente. No Experimento II, quatro participantes não alfabetizados foram submetidos ao mesmo delineamento do Experimento I. A conseqüenciação não produziu aumentos na freqüência de toques sobre os verbos, sendo semelhante a distribuição de respostas entre todas as classes gramaticais. Estes resultados demonstram a natureza operante de certas propriedades do comportamento verbal e o efeito das conseqüências controladoras como função das influências discriminativas de comportamentos precorrentes privados sobre comportamentos públicos.Palavras-chave: comportamento verbal, comportamento precorrente, eventos privados, controle discriminativo ABSTRACTThis study was designed to replicate systematically and expand the validity of Greenspoon's (1955) analysis of behavioral processes considered "usage of language" as operant responses classes. In Experiment I, 16 university students were assigned to two groups, according to the performance of classifying, or not, random words in grammatical classes without direct induction. Afterwards, participants were individually exposed to words of different grammatical classes, according to an ABA experimental design. In Training Condition (B), responses generated by touching on verbs were reinforced with "RIGHT" and responses to words of other classes were punished with "WRONG". In both baseline sessions (A) the touch responses were neither reinforced or punished. The group that was able to classify words on grammatical classes displayed a better performance, which indicates the discriminative control underlying the private processes called precurrent behavior. In Experiment II, 4 illiterate participants were exposed to the same design of Experiment I. The results show that the consequences did not increase the frequency of touching responses to verbs; the response distribution was the same to all grammatical classes. Results seem to demonstrate the operant nature of certain properties of verbal behavior and that the control of the consequences is a function of the discriminative effects of private precurrent behaviors on public behaviors.

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Correspondence Training: An Example of Rule‐governed Behavior?

Cited by 34 publications

References 18 publications

Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

Generalization of Say-Do Correspondence

Inferências Sobre Classes De Operantes Precorrentes Verbais Privados

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