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Palmer DC. Toward a Behavioral Interpretation of English Grammar. Perspect Behav Sci 2023; 46:521-538. [PMID: 38144553 PMCID: PMC10733252 DOI: 10.1007/s40614-023-00368-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/10/2023] [Indexed: 03/30/2023] Open
Abstract
Behavior analysis is virtually alone among disciplines in assuming that the orderly arrangement of words in sentences, or grammar, arises from exposure to contingencies of reinforcement. In the face of the novelty, subtlety, complexity, and speed of acquisition of verbal behavior, this position will remain difficult to defend until the field can show that a representative range of grammatical phenomena is within reach of its interpretive tools. Using modern English as a case in point, this article points to the important role of automatic reinforcement in language acquisition and suggests that Skinner's concept of autoclitic frames (e.g., X is taller than Y) is central to a behavioral interpretation of grammatical phenomena. An enduring puzzle facing this interpretation is how stimulus control can shift from word to word in such frames as one speaks, for such permutations of verbal forms are often novel and rapidly emitted. A possible solution to the puzzle is offered by a consideration of contextual cues, prosodic cues, and the stimulus properties of the roles played by the content words that complete the frames. That these roles have discriminable stimulus properties is supported by considering that in Old English such roles directly controlled case inflections that correspond to positions in autoclitic frames. Continuing to develop behavioral interpretations of grammar is an important pursuit in its own right, whether or not it is sufficient to build bridges to other paradigms.
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Affiliation(s)
- David C. Palmer
- Department of Psychology, Smith College, Northampton, MA USA
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Chance S, Cividini-Motta C, Livingston C. Assessing the Effects of Observational Conditioning and Response-Contingent Pairing on the Vocalizations of Children With Autism Spectrum Disorder. Anal Verbal Behav 2021; 37:194-216. [PMID: 35141106 PMCID: PMC8789963 DOI: 10.1007/s40616-021-00157-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/06/2021] [Indexed: 10/20/2022] Open
Abstract
Children with autism spectrum disorder (ASD) often display impairments in communication, such as limited echoic behavior, few vocal-verbal responses, and a lack of functional communication. One potential way to foster the acquisition of vocal responses in individuals with disabilities is by conditioning vocalizations as reinforcers. Conditioning procedures include stimulus-stimulus pairing, response-contingent pairing (RCP), operant discrimination training, and observational conditioning (OC). However, previous research has not evaluated whether OC can be used to condition vocalizations as reinforcers. The current study assessed whether two conditioning procedures, RCP and OC, were effective in conditioning vocalizations as a reinforcer and also evaluated their effect on the rate of vocalizations. Participants included three children with ASD, ages 5-10 years old. During the conditioning phase, rates of vocalizations during the RCP and OC conditions and a control condition were compared within an adapted alternating-treatments design. Reinforcer assessments were completed in a multielement design, pre- and postconditioning, to assess whether the target vocalizations acquired reinforcing properties. A conditioning effect and an increase in the rate of vocalizations were observed for two of the three participants; however, the conditioning effect was minor for one participant. Overall, the results of this study indicate both the RCP and OC procedures may be beneficial in increasing vocalizations for some children and could be incorporated into clinical programs and further explored in future research.
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Affiliation(s)
- Sydni Chance
- Department of Child and Family Studies, University of South Florida, MHC2333, 13301 Bruce B. Downs Blvd, Tampa, FL 33612 USA
| | - Catia Cividini-Motta
- Department of Child and Family Studies, University of South Florida, MHC2333, 13301 Bruce B. Downs Blvd, Tampa, FL 33612 USA
| | - Cynthia Livingston
- Department of Child and Family Studies, University of South Florida, MHC2333, 13301 Bruce B. Downs Blvd, Tampa, FL 33612 USA
- University Of Nebraska Medical Center’s Munroe-Meyer Institute, Omaha, NE USA
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Pohl P, Douglas Greer R, Du L, Lee Moschella J. Verbal Development, Behavioral Metamorphosis, and the Evolution of Language. Perspect Behav Sci 2020; 43:215-232. [PMID: 32440652 PMCID: PMC7198683 DOI: 10.1007/s40614-018-00180-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
Building on Skinner's theory of verbal behavior, research over the last few decades confirmed verbal speaker operants, added the role of the listener, added the identification of speaker and listener interaction between and within individuals, and identified verbal behavior developmental cusps. Meanwhile, comparative biology focused on how and why language evolved in Homo sapiens. Findings about differences in behavior that neurotypical children demonstrated in their verbal development, and even more so in research that identified and established missing verbal behavior cusps, suggested changes analogous to metamorphosis. These striking changes in stimulus control found in the onset of cusps from the preverbal to the fully verbal child led us to an expansion of the concept of metamorphosis from morphology to the domain of behavior. The major findings of this comparative perspective are presented here as they have led us from experimental analyses of verbal development to metamorphosis as complex verbal behavior transformation and finally to a novel hypothesis about the evolution of language based on the concepts and research described here. To our knowledge, this is the first formulation of verbal development as behavioral metamorphosis in the context of evolutionary developmental biology.
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Affiliation(s)
- Peter Pohl
- Child Psychology Practice Garmisch, St.-Martin-Str. 10, D-82467 Garmisch-Partenkirchen, Germany
| | - R. Douglas Greer
- Columbia University Graduate School of Arts and Sciences and Teachers College, New York, NY USA
| | - Lin Du
- Columbia University Graduate School of Arts and Sciences and Teachers College, New York, NY USA
| | - Jennifer Lee Moschella
- Columbia University Graduate School of Arts and Sciences and Teachers College, New York, NY USA
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Vandbakk M, Olaff HS, Holth P. Conditioned Reinforcement: the Effectiveness of Stimulus—Stimulus Pairing and Operant Discrimination Procedures. PSYCHOLOGICAL RECORD 2018. [DOI: 10.1007/s40732-018-0318-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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6
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The Effects of Peer Monitoring Training on the Emergence of the Capability to Learn from Observing Instruction Received by Peers. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395672] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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The Integration of Speaker and Listener Responses: A Theory of Verbal Development. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395674] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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8
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Leaf JB, Oppenheim-Leaf ML, Townley-Cochran D, Leaf JA, Alcalay A, Milne C, Kassardjian A, Tsuji K, Dale S, Leaf R, Taubman M, McEachin J. Changing preference from tangible to social activities through an observation procedure. J Appl Behav Anal 2015; 49:49-57. [DOI: 10.1002/jaba.276] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2015] [Accepted: 08/11/2015] [Indexed: 11/11/2022]
Affiliation(s)
- Justin B. Leaf
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | | | | | - Jeremy A. Leaf
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - Aditt Alcalay
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - Christine Milne
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - Alyne Kassardjian
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - Kathleen Tsuji
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - Stephanie Dale
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - Ronald Leaf
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - Mitchell Taubman
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
| | - John McEachin
- AUTISM PARTNERSHIP FOUNDATION AND BEHAVIOR THERAPY AND LEARNING CENTER
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Valuation Alteration: Stimuli Increase in Value When Preschoolers Deliver Them to Peers. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-015-0140-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Leaf JB, Kassardjian A, Oppenheim-Leaf ML, Tsuji KH, Dale S, Alcalay A, Leaf JA, Ravid D, Miline C, Leaf R, Taubman M, McEachin J. Observational Effects on Preference Selection for Four Children on the Autism Spectrum: A Replication. BEHAVIORAL INTERVENTIONS 2015. [DOI: 10.1002/bin.1411] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | | | | | | | | | | | | | - Daniel Ravid
- Autism Partnership Foundation; Seal Beach CA USA
| | | | - Ronald Leaf
- Autism Partnership Foundation; Seal Beach CA USA
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Du L, Greer RD. Validation of Adult Generalized Imitation Topographies and the Emergence of Generalized Imitation in Young Children with Autism as a Function of Mirror Training. PSYCHOLOGICAL RECORD 2014. [DOI: 10.1007/s40732-014-0050-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Singer-Dudek J, Oblak M. Peer presence and the emergence of conditioned reinforcement from observation. J Appl Behav Anal 2013; 46:592-602. [DOI: 10.1002/jaba.72] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2012] [Accepted: 03/22/2013] [Indexed: 11/06/2022]
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Leaf JB, Oppenheim-Leaf ML, Leaf R, Courtemanche AB, Taubman M, McEachin J, Sheldon JB, Sherman JA. Observational effects on the preferences of children with autism. J Appl Behav Anal 2012; 45:473-83. [PMID: 23060662 DOI: 10.1901/jaba.2012.45-473] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2011] [Accepted: 01/10/2012] [Indexed: 11/22/2022]
Abstract
Children with an autism spectrum disorder (ASD) may play with limited objects or toys, making it difficult for teachers to identify reinforcers to use in teaching new skills. The goal of this study was to alter children's preferences from highly preferred toys to toys that were originally less preferred using an observational pairing procedure. Child participants observed a preferred adult playing with toys that were initially less preferred by the child. This intervention resulted in a shift in preference toward the item manipulated by the adult. Maintenance of the changed preference was idiosyncratic across participants. Results suggest a procedure for expanding the range of items that students with ASD will select.
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Fryling MJ, Johnston C, Hayes LJ. Understanding observational learning: an interbehavioral approach. Anal Verbal Behav 2011; 27:191-203. [PMID: 22532764 PMCID: PMC3139552 DOI: 10.1007/bf03393102] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Observational learning is an important area in the field of psychology and behavior science more generally. Given this, it is essential that behavior analysts articulate a sound theory of how behavior change occurs through observation. This paper begins with an overview of seminal research in the area of observational learning, followed by a consideration of common behavior analytic conceptualizations of these findings. The interbehavioral perspective is then outlined, shedding light on some difficulties with the existing behavior analytic approaches. The implications of embracing the interbehavioral perspective for understanding the most complex sorts of behavior, including those involved in observational learning are considered.
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Petursdottir AI, Carp CL, Matthies DW, Esch BE. Analyzing stimulus-stimulus pairing effects on preferences for speech sounds. Anal Verbal Behav 2011; 27:45-60. [PMID: 22532754 PMCID: PMC3139557 DOI: 10.1007/bf03393091] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Several studies have demonstrated effects of stimulus-stimulus pairing (SSP) on children's vocalizations, but numerous treatment failures have also been reported. The present study attempted to isolate procedural variables related to failures of SSP to condition speech sounds as reinforcers. Three boys diagnosed with autism-spectrum disorders participated. Phase 1 was designed to assess SSP effects on production of auditory stimuli via button pressing. When SSP failed to produce a preference for the target stimulus, we instituted a series of procedural manipulations intended to address potential reasons for failure. One participant preferred the target stimulus when given the opportunity to select preferred items for pairing prior to each session, but a subsequent reversal attempt produced ambiguous results. Two participants showed no consistent preference in Phase 1 and underwent a within-session reinforcer evaluation in Phase 2, in which alternative controlling variables were demonstrated by delivering preferred stimuli contingent on button pressing.
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Singer-Dudek J, Oblak M, Greer RD. Establishing books as conditioned reinforcers for preschool children as a function of an observational intervention. J Appl Behav Anal 2011; 44:421-34. [PMID: 21941376 PMCID: PMC3177327 DOI: 10.1901/jaba.2011.44-421] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2010] [Accepted: 01/10/2011] [Indexed: 11/22/2022]
Abstract
We tested the effects of an observational intervention (Greer & Singer-Dudek, 2008) on establishing children's books as conditioned reinforcers using a delayed multiple baseline design. Three preschool students with mild language and developmental delays served as the participants. Prior to the intervention, books did not function as reinforcers for any of the participants. The observational intervention consisted of a situation in which the participant observed a confederate being presented with access to books contingent on correct responses and the participant received nothing for correct responses. After several sessions of this treatment, the previously neutral books acquired reinforcing properties for maintenance and acquisition responses for all three participants.
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Affiliation(s)
- Jessica Singer-Dudek
- Program in Teaching as Applied Behavior Analysis, Teachers College, Columbia University, New York, New York 10027, USA.
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Abstract
Zen's challenge for behavior analysis is to explain a repertoire that renders analysis itself meaningless-a result following not from scientific or philosophical arguments but rather from a unique verbal history generated by Zen's methods. Untying Zen's verbal knots suggests how meditation's and koans' effects on verbal behavior contribute to Enlightenment and Samādhi. The concept of stimulus singularity is introduced to account for why, within Zen's frame of reference, its methods can be studied but its primary outcomes (e.g., Samādhi and Satori) cannot be described in any conventional sense.
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