Abstract:Recently, there has been a proliferation of research on the functional independence of two of Skinner's (1957) verbal operants, the mand, and the tact. This research has produced highly variable results. In this article, we provide a critical review of the literature on mand-tact independence, a literature that has implications for both theory and practice. Included in the review are 17 studies with a total of 66 participants who were tested for mand emergence following tact training, tact emergence following … Show more
“…Perhaps, a longer exposure to MTS exclusion trials might have resulted in accurate responses during naming trials. Alternatively, the aforementioned eventuality is consistent with the functional independence of verbal operants (Skinner, 1957) and the need for intervention programs to address each operant for children with developmental delays (Gamba, Goyos, & Petursdottir, ; Hall & Sundberg, ).…”
This study aimed to teach auditory-visual relations using exclusion training and test the emergence of exclusion responding in novel relations and naming by exclusion in four participants diagnosed with autism spectrum disorder. The treatment package consisted of multiple exposures to exclusion trials, prompting, and reinforcement. Four types of matching-to-sample trials (baseline, control, exclusion, and probe trials) and naming trials were used during the study. The auditory-visual matching to sample responses and naming responses of the new stimuli was tested. Three out of four participants demonstrated positive learning outcomes with the auditory-visual relations that were taught. One out of four participants demonstrated naming by exclusion. Posttest results show that exclusion responses generalized to stimuli used beyond training for the three successful participants. The results indicate that the treatment package can likely be an important teaching technology to establish exclusion responding.
“…Perhaps, a longer exposure to MTS exclusion trials might have resulted in accurate responses during naming trials. Alternatively, the aforementioned eventuality is consistent with the functional independence of verbal operants (Skinner, 1957) and the need for intervention programs to address each operant for children with developmental delays (Gamba, Goyos, & Petursdottir, ; Hall & Sundberg, ).…”
This study aimed to teach auditory-visual relations using exclusion training and test the emergence of exclusion responding in novel relations and naming by exclusion in four participants diagnosed with autism spectrum disorder. The treatment package consisted of multiple exposures to exclusion trials, prompting, and reinforcement. Four types of matching-to-sample trials (baseline, control, exclusion, and probe trials) and naming trials were used during the study. The auditory-visual matching to sample responses and naming responses of the new stimuli was tested. Three out of four participants demonstrated positive learning outcomes with the auditory-visual relations that were taught. One out of four participants demonstrated naming by exclusion. Posttest results show that exclusion responses generalized to stimuli used beyond training for the three successful participants. The results indicate that the treatment package can likely be an important teaching technology to establish exclusion responding.
“…For example, Grow and Kodak (, p. 775) described this feature of Skinner's analysis by stating: ‘In Skinner's () analysis of verbal behavior, he stated that each verbal operant is maintained by unique antecedent and consequence events and, therefore, is functionally independent’. In another example describing functional independence, Gamba et al (, p. 11) stated: Because each of these stimuli may participate in a unique reinforcement contingency, it follows from Skinner's analysis that different verbal operants that involve the same response form (e.g., ‘water’ as a mand, ‘water’ as a tact, and ‘water’ as textual behavior) should be functionally independent of one another, in that variables affecting one verbal operant should not necessarily affect the other.…”
Section: Verbal Operantsmentioning
confidence: 99%
“…Indeed, a number of research studies have resulted in similar findings, and a growing body of research exists to support the functional interdependence of Skinner's verbal operants with individuals with various disabilities (e.g., Grow & Kodak, ; Rehfeldt, ; Rehfeldt & Barnes‐Holmes, ). Moreover, as highlighted in a recent review by Gamba et al (), much of the existing support for the functional independence of the verbal operants may be flawed.…”
Section: Verbal Operantsmentioning
confidence: 99%
“…A considerable amount of attention has been paid to the functional independence of Skinner's () verbal operants within the behavior analytic research literature (e.g., Gamba, Goyos, & Petursdottir, ; Grow & Kodak, ). Indeed, the functional independence of the verbal operants may be of interest to behavior analysts for both applied and conceptual reasons.…”
Much has been said about B. F. Skinner's analysis of verbal behavior. This commentary specifically focuses on the functional independence of B. F. Skinner's verbal operants. While researchers have long been interested in this topic, the research literature on this topic has produced mixed results; it has shown that the verbal operants may be both functionally independent and functionally interdependent. This commentary considers the conceptual and applied implications of these mixed findings. The distinction between constructs and events is highlighted, with specific attention to how this distinction relates to the consideration of the verbal operants in behavior analysis. The value of further research on the functional independence of the verbal operants is considered, as well as the type of research studies that might be useful toward developing interventions for individuals with language delays.
“…Dois estudos foram realizados com apenas um participante avaliando a transferência de mandos para tatos (Pino, 1994;Shillingsburg et al, 2009) e em ambos os estudos o participante falhou nos testes de tato, após treino de mando. Gamba et al (2015) afirmam que alguns problemas de validade de construção, como (a) condições de teste de mandos e tatos que não contenham as variáveis controladoras relevantes para os mandos e tatos testados ou (b) respostas treinadas como mandos e tatos que são controladas por outras variáveis presentes na situação de treino podem fazer com que tatos não apareçam após treino de mando ou mandos não apareçam após treinos de tatos.…”
AgradecimentosAgradeço, primeiramente, à minha orientadora, Martha Hübner, uma das melhores pessoas que já conheci e, embora talvez a maior representante da Análise do Comportamento no Brasil, sempre se mostrou uma pessoa aberta e disponível, o grande exemplo que carrego de postura profissional.Aos meus pais Ludismar e Wilma, que me sempre me incentivaram no desenvolvimento de habilidades acadêmicas com pequenos e grandes gestos, à minha mãe que sempre foi um poço de carinho, amor e compreensão em todos os momentos e soube, de todas as formas possíveis, reforçar o melhor em mim. Ao meu pai, que sempre me mostrou com exemplos e palavras como ser um homem íntegro e responsável. À minha companheira de vida, Thais Sadami, que me mostrou o que é o amor e sempre esteve ao meu lado em pelo menos oito dos meus últimos anos de vida, a pessoa que me ajuda e me levanta diante de tropeços e problemas, que divide as alegrias conquistadas, sem a qual eu não alcançaria, de longe, metade de minha realizações.Ao meu amigo, primo, sócio, colega de laboratório e irmão nas horas vagas, Felipe Tardem, que compartilhou, ao longo dos últimos anos, todos meus bons e maus momentos, uma pessoa incrível, com um coração muito grande e um senso de amizade gigantesco e que me mostra que o melhor espelho que temos é um velho amigo.A todos os meus professores que, de alguma forma, construíram quem sou. Em especial àqueles que me ensinaram sobre a área da psicologia que faria com que eu me apaixonasse, desde os primeiros anos da faculdade, Marcos Garcia, que foi mais do que um professor, algo como um mentor, uma pessoa incrível de uma capacidade intelectual e um senso de coletivo invejáveis e João Juliani, que com sua calma, respeito e parcimônia usuais, me mostrou quais as características de um verdadeiro analista do comportamento.Ao Celso Athayde, por compartilhar grandes momentos dentro e fora da Universidade de São Paulo e ser um grande amigo dentro de um pequeno tempo de convivência.Aos meus colegas de laboratório (LEOV) e de CAIS que me ensinaram muito sobre a ciência da análise do comportamento e o trabalho com crianças com diagnóstico de TEA, em especial a Robson Faggiani, profissional com habilidades práticas e acadêmicas impecáveis, espelho de atuação com crianças com desenvolvimento neuroatípico e aos amigos: Cinel que têm sido grande parceira no desenvolvimento de trabalhos com sua organização e habilidades acadêmicas e com seu senso de humor e tem se mostrado uma grande amiga, à Isabela Roque, que com sua organização e habilidades manuais facilita qualquer trabalho, à Lara Ribeiro pela parceria e disponibilidade, à Jasmine Reigota por sua calma e facilidade em realizar atividades complexas e a todos os profissionais e amigos do Grupo Contingência que têm papel fundamental na minha felicidade diária e busca por conhecimento: Vitória e Weliton, obrigado por fazerem a diferença na vida das nossas crianças.Aos meus amigos pessoais e de infância e minha família por serem parte constituinte de quem sou, em especial a Jean Tardem e Lais Ta...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
