U5: Verbal Behavior

1. Schedule: Thursday, 10/17 and Tuesday, 10/22, Lecture Thursday, 10/24, Exam U5: Verbal Behavior PSY 4600

2. Make-up Exam 1 • ME1: Tuesday, 10/29 • Units 1-4 (not 5) • ME1 study objectives: Tuesday, 10/22 • Instructional assistance hours for ME1: Monday, 10/28, ???? ??? will be there

3. About ME1 • If you have missed an exam— you need to take ME1 or your missing exam score will turn into a zero • If you have taken all the exams to date— and want to replace the lowest score you got on exams 1-4, you should take ME1 • If you have taken all the exams and are satisfied with your scores — you get the day off!

4. Verbal Behavior (what you have learned to date just can’t account for these; you are right; complex; only going to touch on it in this unit – chapter by Sundberg does go further than I am going to go. ) • May feel there is a gap in your knowledge of psychology – there is, and VB fills that gap • Need to understand verbal behavior to understand what is commonly referred to as high leveler “cognitive processes” • Thinking • Memory • Consciousness

5. Overview of unit (not the first, language tr.; Sundberg&Assoc; BattleCreek,dept. dist alum, 2001; the current version is based on over 30 years of research) • Verbal Behavior: 3 articles in the unit • Article by Mark Sundberg • Ph.D., WMU, 1980 • First to systematically apply Skinner’s analysis of vb to language intervention programs for children with autism and developmental disabilities • First to develop an assessment of vb in children using Skinner’s analysis • First version sold over 175,000 copies around the globe • Second version, published in Sept. 2008, has sold over 125,000 copies, with sales in 25 different countries (VB MAPP)

6. Overview, cont. • Research article by LaMarre & Holland • Demonstrates the “functional independence” of mands and tacts • Proves one of Skinner’s most important and basic analyses about VB • A word is not a word is not a word – more on this later • Make-believe memories: Elizabeth Loftus • Not required for the exam • Fascinating and somewhat “scary” article about how easily our memories can be altered by suggestion (the vb of others) and reinforcement of our vb by others

7. Mark Sundberg, then and now marksundberg.com

8. SO1: VB and properties of language: formal vs. functional (classification of words as nouns, pronouns, adverbs, verbs, prepositional clauses, etc.) • The formal properties of language involve the structure (i.e., form) of language • Phonemes: individual speech sounds • Morphemes: words, units that have meaning • Lexicon: total collection of words in a language • Syntax: organization of words, clauses, phrases into sentences • Grammar: established conventions in a language • Semantics: meanings of words

9. SO1: VB and properties of language: form vs. function (signing: American Sign Language; no more on slide) • The functional properties of language involve the causes of the response • Why we say, write, sign, etc. what we do

10. Skinner’s analysis (NFE) • Skinner’s analysis is a functional analysis of language • Skinner did not criticize formal analyses of language (common misconception) • Skinner, however, was critical of the fact that there weren’t any adequate functional analyses of verbal behavior • A complete account of verbal behavior requires both formal and functional analyses

11. Development of verbal behavior • Verbal Behavior, 1957 • Skinner believed it was his most important work • However, it wasn’t until 20-25 years later that his book became a “best seller” • Sundberg was the one who really made it catch fire because of his development of a practical training program for children with DD and autism (started at Croydon Ave –now Woods Edge, back in the 1970s.) (Skinner was actually an English major in college; wanted to be a writer; failed at that)

12. What took so long? 1982 • Linguists • VB was strongly criticized by Chomsky, a popular psycholinguist • Individuals in the humanities and social sciences do/did tend to have general anti-behavioral beliefs • Recent reviews have been more sympathetic • Behavior Analysts • Completely conceptual: no data! • Extremely difficult book (is incredible, because his analyses that have been investigated have been supported: LaMarre&Holland, TAVB, MS)

13. SO3 Intro: Define verbal behavior • Verbal and nonverbal behavior • Verbal behavior is no different than nonverbal operant behavior with respect to its causes • It is learned, extended, and maintained by the same variables that cause nonverbal operant behavior • Motivating operations • SDs and S∆s • Reinforcement, punishment, and extinction (definition on next slide)

14. SO3: Define verbal behavior • Verbal behavior is behavior that is reinforced through the mediation of another person’s behavior Nonverbal: R (open door)  Sr (door is open) Verbal: R (“open door”)  Sr (listener opens door) Nonverbal: R (gets a glass of water)  SR (water) Verbal: R (“May I have water?”)  SR (listener gives water)

15. NFE: Speaker vs. listener • Skinner makes a clear distinction between the speaker and listener • The speaker is the verbal behaver* • The listener is the person who is affected by what the speaker says** • Skinner’s analysis focuses on the speaker – that is, why does the speaker say what he says? *traditionally called “expressive language” **traditionally called “receptive language”

16. NFE: The listener the listener SD R Sr “Please pass the salt” : Passes salt  “Thanks” MO SD R Sr Food needs salt: Sight of salt shaker: Reaches for salt  Salt/better tasting food In both of the cases above, behavior is evoked by an SD and followed by reinforcement. Thus, the listener’s behavior in a verbal episode can be explained by the same principles that explain other behavior. No special analysis is necessary. • Skinner does not ignore the listener but maintains that most of the behavior of the listener does not differ from behavior evoked/caused by nonverbal stimuli

17. NFE: The listener, cont. (speaker as a self-listener, thinking, problem solving, etc.) • Skinner does not, however, neglect the listener • First, Skinner indicates that the listener must learn to reinforce the verbal behavior of the speaker (society teaches the listener how to do this) • Second, Skinner explicitly addresses the listener’s behavior in several sections of the book • The listener’s response to the tact (VB 86,2-89,1) • The reader (VB 169,1-171) • Strengthening vb in the listener (VB 268,2-288,1) • Instruction and knowledge (VB 362,1-367) • The speaker as a self-listener (VB, most of chapters 15, 16, & 17 – particularly interesting, thinking, talking to ourselves, etc.)

18. [In some contexts verbal is a synonym for vocal (making sounds with the vocal musculature). In such contexts, writing, gesturing, etc. would be nonverbal.] SO6: Verbalvs. Vocal: A Possible Confusion For Skinner vb is any behavior reinforced through the mediation of another person's behavior. (back to the speaker)

19. SO6: Examples of vocal verbal behavior Vocal verbal behavior 1. Say “tree” as a result of seeing a tree 2. Smack your lips audibly so someone will give you food or water (use of vocal musculature) 3. Sigh audibly to get the attention of your significant other (use of vocal musculature) 4. Clear your throat to get attention (use of vocal musculature)

20. SO6: Examples of nonvocal verbal behavior *in addition to writing, signing, reading, braille, picture communication systems • Nonvocal verbal behavior* 1. Arms up, wants to be lifted up by Mom 2. Kick your sig. other under the table, wanting him to shut up 3. Pointing to a pastry in a bakery shop, wanting the clerk to get it for you 4. Waving for attention

21. SO6: Examples of vocal and nonvocal nonverbal behavior (could be verbal as well – grutning, wanting your roomate to help you lift something; yawning, wanting someone to leave; next slide, verbal operants) • Vocal nonverbal 1.Grunting as a result of lifting something heavy 2. Coughing as a result of an irritated throat 3. Yawning as a result of being tired, or to “unclog your ears” • Nonvocal nonverbal behavior 1. Looking at the clock, wanting to know the time 2. Putting up an umbrella, don’t want to get wet

22. SO7: NFE, Intro to verbal operants • Skinner identified six verbal operants (also called elementary verbal relations) • Mand • Tact • Echoic • Intraverbal • Textual • Transcription

23. SO7: NFE, intro to verbal operants I am going to have you learn these four for the exam (these are the ones required on the BA certification exam as well) • Skinner identified six verbal operants (also called elementary verbal relations) • Mand • Tact • Echoic • Intraverbal • Textual • Transcription

24. SO7: NFE, What is a verbal operant? • Verbal responses that are controlled/caused by the same variables • The classification system is based on what causes the verbal response • What antecedent event/stimulus evokes the response • What type of reinforcement follows the response Examples, next page)

25. Mands vs. Tacts Mand Response MO Nonverbal SD Response Response Generalized Sr Specific Reinforcement “SpongeBob” Mom gives the child the SpongeBob video Child wants the SpongeBob video Tact “SpongeBob” Mom says, “Good! Yes, that is SpongeBob.” Child sees poster of SpongeBob (verbal response is the same; different antecedent and different type of reinforcement; antecedents …)

26. Verbal Operants: Plain English Definitions Mand: Asking for reinforcers you want Saying “shoe” because you want a shoe Tact: Naming/identifying objects, actions, events, etc. Saying “shoe” because you see a shoe Echoic: Repeating what is said, signed, or written Saying “shoe” after someone else says “shoe” Intraverbal: Answering questions or word associations Saying “shoe” after someone else says “socks” Textual: Reading written words Saying “shoe” because you see the written word “shoe” Transcription: Writing or spelling words spoken to you Writing “shoe” because you hear someone say “shoe” (present them altogether first, then we will do them one by one; Not precise enough for science, but helpful; taking dictation – finger spelling)

27. SO8 & SO9: The Mand • Plain English: Asking for reinforcers you want • Technically, • The antecedent event that controls the mand is the MO • The type of reinforcement that follows the mand is specific reinforcement, related to the MO Examples MO (want cookie): R (“cookie”)  SR (cookie, provided by listener) MO (want to leave party): R (sign “leave”)  Sr (leave with date) (form and MO next; more examples in a moment)

28. NFE: Sundberg’s definition of the mand and some clarification • The mand is a verbal operant for which the form of the response is under the functional control of MOs and specific reinforcement • What is meant by the form of the response? Just the specific “word” You say “pizza” if you want a pizza or food rather than “DVD” You say “stop” if you want someone to stop doing something rather than “book” (MO, next slide)

29. NFE: Sundberg’s definition of the mand and some clarification • What is a motivating operation? A motivating operation: -- makes a consequence more or less reinforcing and -- evokes or suppresses responses that have, in the past, resulted in that consequence • Food deprivation: -- makes food more reinforcing and -- evokes responses that have, in the past, resulted in food

30. NFE: Sundberg’s definition of the mand and some clarification • For now, it’s OK to use “wanting” (except for the answer to SO9A: technically, what antecedent event controls the mand) • Next unit, we spend the entire unit on MOs; it will NOT be OK to substitute the “wanting” for MO in that unit

31. Back to the Mand, more examples A tendency to: Solely As a result of: wanting an apple wanting a pen wanting a person to call you wanting more interaction wanting two things tasting food, wanting salt wanting attention frm another stdnt wanting to order that item wanting someone to help you in the future • Say “apple” • Sign “pen” • Text “cm” • Say “awesome boots” • Hold up 2 fingers • Say “salt, please” • Write “this lecture sucks” • Point to item on menu • Say “thanks” (questions about the mand? next slide, tacts)

32. SO12 & SO13: The Tact Listener reinforces • Plain English: Naming/identifying objects, actions, events, etc. • Technically, • The antecedent event that controls a tact is a nonverbal SD • The type of reinforcement that follows the tact is a generalized conditioned reinforcer Examples: Speaker SD (see mommy): R ( say “mommy”) GSr (“that’s right, I’m mommy!”) SD (smelling smoke): R (sign “fire”) GSr (signs, “yes”) (Sos 9&10 on your own; GCSR next, then examples)

33. SO14: Table 25.2, what’s wrong? (answer not on slide) In Table 25.2, the abbreviation for a generalized conditioned reinforcer is GCSR What’s wrong with that?

34. SO15: What is a generalized conditioned reinforcer? • A conditioned reinforcer is a learned reinforcer that has been paired with one other reinforcer when the individual has been deprived of thatreinforcer • To date NS/SR = Sr • A generalized conditioned reinforcer is a learned reinforcer that has been paired with a variety of reinforcers when the individual has been deprived ofthosereinforcers • NS/SR (food), NS/SR (water), NS/SR (relief from pain or discomfort), NS/Sr (mom’s attention), etc. • Common GSrs include • Praise, attention, social interaction, smiles, money, etc. (become almost independent of any motivating operation; function as reinforcers almost all the time)

35. SO16: True or false, and why? The difference between a conditioned reinforcer and a generalized conditioned reinforcer is that: -- a conditioned reinforcer reinforces only one behavior -- a generalized conditioned reinforcer reinforces any behavior that it follows (answer not on slides; cannot use SO15 definition to answer this; it does not answer this question; tact examples, next slide)

36. Back to Tacts, examples A tendency to: Solely as a result of: seeing a tree feeling the elevator go up seeing an adult in the room hearing a helicopter seeing a CD seeing Caio’s girlfriend smelling bacon cooking seeing Dr. Dickinson enter the room • Sign “tree” • Say “up” • Text “AITR” • Write “helicopter” • Say “DVD”* • Finger spell “Caio” • Say “bacon” • Write “PSY 4600, U5” (*”correctness” doesn’t matter)

37. NFE: Multiple control, part mand-part tact A tendency to As a result of* both wanting and seeing a pizza both wanting and seeing a truck both wanting to leave a lecture and seeing someone else leave the lecture early • Say “pizza” • Sign “truck” • Write “leave” (not “solely now; echoic next)

38. SO17, 18 & 21: The Echoic *Sundberg says response, it should be response product: change it, response is not correct I’ll deal with the difference in a moment. • Plain English: Repeating what is heard, signed or written • Technically, • The antecedent event that controls an echoic is a verbal SD that has point-to-point correspondence and formal similarity with the response product* • The type of reinforcer that follows the echoic is a generalized conditioned reinforcer (I’ll deal with point-to-point correspondence and formal similarity a bit later; all verbal operants, except the mand are reinforced with GSrs; examples next slide )

39. SO17, 18 & 21: The Echoic Listener reinforces Examples: Speaker SD (hear “book”): R ( say “book”) GSr (“good!”) SD (see someone sign “cat”): R (sign “cat”) GSr ( “yes”) SD (see “echoic” on white board): R (write “echoic”) GSr (OK gesture)

40. NFE: Response vs. response product Definition of a response Movement of the skeletal muscles, smooth muscles and secretion of the glands Definition of a response product The visual, auditory, or tactile stimulus that results from the response (i.e., the product of the response) (Before I deal with ptp corresp and formal similarity; response product, explain in SO19; NFE, but you must understand this, examples next)

41. Examples, response vs. response product Response Response product Auditory stimulus of hearing “milk” The visual stimulus of the written word “milk” The visual stimulus of the sign “milk” • Movement of the vocal musculature when saying “milk” • Movement of the skeletal muscles when writing “milk” • Movement of the skeletal muscles when signing “milk” (questions? Next slide pt to pt correspondence)

42. SO19: Now to point-to-point correspondence (Reminder: echoics are evoked by a verbal SD that has pt to pt correspondence and formal similarity with the response product) Plain English: the response product is the same word as the stimulus (not good enough for the exam, but possibly helpful) Technically, the beginning, middle, and end of the verbal SD matches the beginning, middle, and end of the response product

43. SO19: Point-to-point correspondence SD (hear “cat”): R (write “cat”) Examples SD (hear “cat”): R (say “cat”)

44. SO19: Point-to-point correspondence SD (see “cat”): R (write “cat”) Examples SD (see “cat”): R (say “cat”)

45. SO19: Point-to-point correspondence (nonexamples, next slide) More examples SD (see someone sign “dog”): R (sign “dog”) SD (see someone finger spell “dog”): R (finger spell “dog”) SD (see “WMU” written): R (finger spell “WMU”) SD (see “snow” written): R (say “snow”) SD (hear someone say “bell”): R (write “bell”)

46. SO19: Point-to-point correspondence (cannot be ptp correspondence between signing and anything but signing) Nonexamples SD (hear “dog”): R (say “chiuaua”) SD (see “5”): R (write “five”) SD (hear “percentage”): R (write “%”) SD (hear “write your name”): R (write your name: “Jeana”) SD (see someone sign “dog”): R (say “dog”) SD (see “cat”): R (sign “cat”)

47. SO20 Formal similarity Formal similarity Both the verbal SD and the response product are in the same sense mode That is, both are auditory, visual, or tactile examples and nonexamples next)

48. SO20: Formal similarity Note these two carefully. They have formal similarity even though they do not have point-to-point correspondence • Examples SD (hear “bear”): R (say “bear”) SD (see “bear” written): R (write “bear”) SD (see someone sign “bear”): R (sign “bear”) SD (hear “milk”): R (say “cookies”) SD (see someone sign “milk”): R (sign “cookies”) SD (see “milk” written): R (write “milk”) • Nonexamples SD (hear “bear”): R (write “bear”) SD (see “bear” written): R (sign “bear”) SD (see someone sign “bear”): R (say “bear”) SD (hear someone say “milk”): R (sign “cookies”) (questions? Examples of echoics next)

49. Back to echoics (less technically, there is an exact match between the verbal SD and response product; onto intraverbals) Plain English: Repeating, imitating what is heard, signed or written Technically, the antecedent even that controls an echoic is a verbal SD that has point-to-point correspondence and formal similarity with the response product Examples SD (hear “book”): R ( say “book”) SD (see someone sign “cat”): R (sign “cat”) SD (see “echoic” on white board): R (write “echoic”) SD (see someone finger spell “WMU”): R (finger spell “WMU”)

50. SO23 and SO24: The Intraverbal • Plain English: Answering questions and word associations • Technically, • The antecedent event that controls an IV is a verbal SD that does not have point-to-point correspondence with the response product* • The type of reinforcer that follows an intraverbal is a generalized conditioned reinforcer (Sundberg doesn’t say word associations, but particularly helpful; words controlled by different words; continuing conversation; examples next slide)