Looking in the Destination For What should have been Sought in the Source

Sebeok, Thomas A.

doi:10.1007/978-1-4613-3012-7_20

Cited by 10 publications

(11 citation statements)

References 36 publications

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“…Any reinforcement that occurred in the test phase was unprogrammed. One possible source of reinforcement may have been subtle cues emitted by the experimenter (the Clever Hans effect; Sebeok, 1980). Although every effort was made to minimize any such cues, the possibility of subtle differential reactions cannot be disregarded.…”

Section: Discussionmentioning

confidence: 99%

Equivalence Class Formation in Language‐able and Language‐disabled Children

Devany¹,

Hayes²,

Nelson³

1986

J Exper Analysis Behavior

386

277

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Stimulus equivalence seems to have relevance to the study of semantics and of language more generally. If so, there may be a relation between language use and the demonstration of stimulus equivalence. This was examined in three groups of children ranging in chronological age and matched on a conventional measure of mental age: normally developing preschoolers, retarded children who used speech or signs spontaneously and appropriately, and retarded children who did not. All children were taught a series of four related discriminations and were then tested to determine if classes of equivalent stimuli had formed. All of the language-able children (retarded and normal) formed equivalence classes, whereas none of the language-disabled children did so. Although the exact nature of the relation between stimulus equivalence and language remains to be clarified, these results support the view that stimulus equivalence is a phenomenon with relevance to language.

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Section: Discussionmentioning

confidence: 99%

Equivalence Class Formation in Language‐able and Language‐disabled Children

Devany¹,

Hayes²,

Nelson³

1986

J Exper Analysis Behavior

386

277

View full text Add to dashboard Cite

show abstract

“…We underscore the relatively secondary role of linguistics (as traditionally defined) and the relatively predominant place of nonverbal sign-systems in the hierarchies of communication studies. As Sebeok writes: 'less than one percent of the information conveyed by speech is used for linguistic purposes as such' (Sebeok 1977(Sebeok : 1064. The status of (lexical) semantics is discussed and its relation to meaning considered; we suggest that the semiotic approach to meaning is overly logical and underplays psychological and social problems and methods.…”

Section: Communication Psychology and Semioticsmentioning

confidence: 99%

“…In animal communication, or zoosemiotics (Sebeok 1977), multidisciplinary approaches involving ethological, sociobiological, and crosscultural (e.g., crows' dialects) aspects are not uncommon -probably because of the similarity in training of many of the practitioners working in those fields (Chevalier-Skolnikoff and Poirier 1977). In human communication studies, however, because it is at once a better developed field and a more complex one, its interdisciplinary character continues to pose problems.…”

Section: Communication Psychology and Semioticsmentioning

confidence: 99%

“…Semioticians like Sebeok (1978), for instance, are interested in describing the variety of general coding systems and their contributions to the global exchange of messages between humans (or animals). This stress on the multichannel nature of communication constitutes one of the unifying principles of semiotics, as the following definition illustrates (Sebeok 1977(Sebeok : 1056:…”

Section: Communication Psychology and Semioticsmentioning

confidence: 99%

“…Thus, it is natural that Sebeok's (1977: 1056) definition does not mention recoding, since this kind of concept leads to the psychologizing of semiotics. Yet I believe that the need for process models (cf.…”

Section: Communication Psychology and Semioticsmentioning

confidence: 99%

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