Learning of Blissymbols and Manual Signs

Bristow, Diane C.; Fristoe, Macalyne

doi:10.1044/jshd.4902.145

Cited by 15 publications

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“…DISCUSSION This study originally investigated the impact that response-produced kinesthetic stimulation (a feature of TB verbal behavior) might have on the acquisition of SB verbal behavior. Little difference was found between conditions, as was found in previous studies in which highly verbal participants were used (Bristow & Fristoe, 1984;Cresson, 1994). However, virtually all experimental and pilot participants reported in post-session interviews that they used TB verbal behavior to perform more accurately.…”

Section: Interobserver Agreementssupporting

confidence: 59%

“…In addition, when the emergence of equivalence relations were tested, TB training was found to result in better performances than with SB training. These results have been demonstrated with TB responses including writing (Cresson, 1994), and signing (Bristow & Fristoe, 1984;Hodges & Schwethelm, 1984;Sundberg & Sundberg, 1990;Wraikat, 1990;Wraikat et al, 1991). Most of this research investigated only gross differences between the two paradigms, although a number of specific differences exist as noted by Michael (1985).…”

mentioning

confidence: 95%

“…Several researchers have compared these two types of verbal behavior with respect to ease of learning (Bristow & Fristoe, 1984;Cresson, 1994;Hodges & Schwethelm, 1984;Stratton, 1992;Sundberg & Sundberg, 1990;Tan, Bredin, Polson, Grabavac, & Parsons, 1995;Wraikat, 1990;Wraikat, Sundberg, & Michael, 1991). Results have shown that TB behavior is generally acquired faster and results in more accurate responding than SB behavior.…”

mentioning

confidence: 99%

“…When using participants with poor verbal skills (Hodges & Schwethelm, 1984; Sundberg & Sundberg, 1990;Wraikat, 1990, Wraikat et al, 1991, TB verbal behavior performances were significantly better than SB verbal behavior performances. However, when highly verbal participants were used the differences between SB verbal behavior and TB verbal behavior was small (Bristow & Fristoe, 1984;Cresson, 1994), although still in favor of TB verbal behavior. Other researchers have also suggested such verbal mediation in conditional discriminations and some have researched this issue (Horne & Lowe, 1996;Lowenkron, 1991;Mandell & Sheen, 1994;Stratton, 1992;Wallender, 1993).…”

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confidence: 99%

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The Role of Mediating Verbal Behavior in Selection-based Responding

Potter

Huber

Michael

1997

Analysis Verbal Behav

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Michael (1985) distinguished between two kinds of verbal behavior which he identified as selection-based (SB) and topography-based (TB). Research has shown substantial differences between the two types of verbal behavior for nonverbal participants, but little differences has been found with highly verbal participants. This study arranged for highly verbal participants (college students) to engage in a SB task while "talking aloud," one of Ericsson & Simon's (1993) techniques for conducting protocol analyses. The transcripts of these sessions were analyzed in terms of Skinner's (1957) elementary verbal operants. Very consistent types of statements were found to precede correct selections in the SB task. This finding lends support to the possibility that some SB conditional discriminations, and related emergent equivalence relations, are mediated by TB vocal responding when using highly verbal participants. These data also account for some of the differences observed in the SB and TB research.Two different types of verbal behavior have been identified by Michael (1985) as selection-based (SB) and topography-based (TB). Selection-based verbal behavior consists in pointing toward, touching, or in some way identifying a verbal stimulus, for example a symbol or picture on a communication board (McDonald & Schultz, 1973), or selecting a picture card from a stack as is used in the Picture-exchange communication system (Bondy & Frost, 1993 research with apes (Savage-Rumbaugh, 1984) and is currently used extensively as a form of augmentative communication for developmentally disabled individuals with very defective vocal behavior (Shafer, 1993). A developmentally disabled child naming something (a tact) or requesting something (a mand) by pointing to the appropriate symbol on her communication board is an example of SB verbal behavior.In SB verbal behavior, the stimulus and response each involve two components. The stimulus involves (1) a sample stimulus or establishing operation (the mand), that affects the responder in such a way as to (2) increase the evocative control of one of the choice stimuli over the pointing or indicating response. Such a situation is often called a conditional discrimination (Sidman, 1994): the stimulus pointed to is conditional upon what is being named or asked for. The response in SB verbal behavior involves (1) scanning the stimulus array, then (2) emitting the pointing response to the appropriate choice stimulus.41

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Section: Interobserver Agreementssupporting

confidence: 59%

mentioning

confidence: 95%

mentioning

confidence: 99%

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confidence: 99%

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The Role of Mediating Verbal Behavior in Selection-based Responding

Potter

Huber

Michael

1997

Analysis Verbal Behav

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“…Table 2 provides additional information on each of these studies. Bristow and Fristoe, 1984 Twenty nonhandicapped children (average age 8.2 years old) participated in this study. These researchers first trained all the participants to select a particular picture when presented with one of 12 auditory nonsense words.…”

Section: Summaries Of Selectedmentioning

confidence: 99%

A Review of Studies Examining the Nature of Selection-based and Topography-based Verbal Behavior

Potter

Brown

1997

Analysis Verbal Behav

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Selection-based (SB) verbal behavior, in most general terms, consists of selecting stimuli from an array, which presumably has some effect on a listener. Topography-based (TB) verbal behavior consists of responses with unique topographies (e.g. speaking, signing, writing) which is also presumed to have some effect on a listener. This article reviews research examining the nature of these two types of verbal behavior. Overall, TB verbal behavior appears to be more easily acquired and may also function to mediate some SB verbal behavior.Researchers are in the process of clarifying the differences between selection-based and topography-based verbal behavior, as initially specified by Michael (1985) and expanded on by Cresson (1994) and Stratton (1992). The purpose of this article is to provide an overview of these differences, then summarize the research which has been conducted in this area.Topography-based (TB) verbal behavior consists of making a response with a unique form or topography (e.g., saying "What time is it?" or manually signing the same). The resulting stimulus from such a behavior presumably affects the listener in an appropriate manner. Common examples of topography-based verbal behavior include speaking, signing (as with the sign language of the deaf), and writing.Contrast this with selection-based (SB) verbal behavior, which consists of pointing to a stimulus, or series of stimuli, arranged in an array. The listener, watching which stimuli are pointed to, responds in an This review was part of the first author's dissertation submitted in partial fulfillment of a Doctor of Philosophy degree at Western Michigan University.

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Retroactive and proactive interference effects in dual learning of blissymbolics and manual sign

Luftig

Bersani

1986

J Psycholinguist Res

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Nonspeech systems can be either aided or unaided. Each system possess its unique learning and memory characteristics. One instructional strategy designed to give learners the advantages of both systems is dual instruction in aided and unaided communication. One problem with this approach, however, might be that of retroactive and proactive interference in learning and memory. The current experiment investigated whether dual instruction in Blissymbolics and manual (ASL) sign would lead to retroactive and proactive interference. Lists of sign/symbol referents in the two systems were taught to nonhandicapped adults in a controlled setting. No effects of retroactive or proactive interference were found. Additionally, a proactive facilitation effect was found for immediate retention. Results are discussed in terms of the nature of the task, the learning memory attributes of the nonspeech systems, and the effects of sign/symbol translucency.

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Learning of Blissymbols and Manual Signs

Cited by 15 publications

References 0 publications

The Role of Mediating Verbal Behavior in Selection-based Responding

The Role of Mediating Verbal Behavior in Selection-based Responding

A Review of Studies Examining the Nature of Selection-based and Topography-based Verbal Behavior

Retroactive and proactive interference effects in dual learning of blissymbolics and manual sign

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