Tacting and Manding in Correspondence Training: Effects of Child Selection of Verbalization

Abstract

We investigated correspondence between verbal and nonverbal behavior in preschool children in a play setting. Four children (4 years old) participated in a multiple baseline across subjects design. Children were asked what toy(s) they were going to play with during an immediately upcoming play period. When no contingencies were placed on either verbal or nonverbal behavior, children showed high rates of correspondence. When children were required to verbalize about a toy from a restricted range of infrequently used toys, but no contingencies were placed on correspondence, low rates of correspondence were observed. High rates of correspondence were noted when reinforcement was contingent on it. Results are discussed in terms of tacting and manding.

Effects of Correspondence Training on Self-Reports of Errors During a Reading Task

“…Correspondence was, however, reinstated when reinforcement was made contingent on corresponding reports. Baer and Detrich (1990) found similar results when children were asked to report on future rather than previous behavior (say-do correspondence). Ribeiro (1989) concluded that during the baseline condition, reports functioned as tacts, verbal operants under discriminative control of the speaker's previous playing behavior, and established through generalized reinforcement (cf.…”

“…These studies measured both the reports and the behaviors reported (usually nonverbal behaviors), so that the correspondence between them could be assessed and the effect of controlling variables investigated (e.g., Baer and Detrich 1990;Lima and AbreuRodrigues 2010;Luciano et al 2001;Ribeiro 1989;St. Peter et al 2012).…”

“…He ventured that completely generalized reinforcement is only approached under the special social practices of science and, therefore, objectivity in usual discourse is to some extent undermined by at least partial control by specific reinforcers or special measures of generalized reinforcement. In studies with children, such as those of Baer and Detrich (1990) and Ribeiro (1989), and in the study of Lanza et al (1982), with pigeons, it was possible to infer that baseline reports functioned mostly as tacts and were distorted when non-generalized reinforcers became contingent on specific reports, so that reports came to function at least partially as mands.…”

Inferências Sobre Classes De Operantes Precorrentes Verbais Privados

“…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.…”

“…A maioria dos primeiros estudos utilizou seqüências fazer-dizer (e.g., Israel & O'Leary, 1973;Karoly & Dirks, 1977;Paniagua & Baer, 1982;Roger-Warren & Baer, 1976). Os estudos mais recentes utilizam seqüências promessa-fazer (e.g., Baer, 1990;Baer & Detrich, 1990) e, além de questionarem os primeiros procedimentos, introduziram novas questões tais como: critério funcional para demonstrar correspondência e generalização, medidas de linha de base, respostas verbais funcionais e encadeamento de respostas no treino de correspondência (Lloyd, 2002). Talvez os primeiros estudos sobre comportamento verbal tenham sido nesta agora consagrada área de correspondência entre fazer-dizer, iniciados no final da década de 1960 (Risley e Hart, 1968 (Baum, 1994;Simonassi & Cameschi, 2003;Skinner, 1969).…”