Changed Content within a Reinforced Response Class

1963 ◽  
Vol 12 (3) ◽  
pp. 819-829 ◽  
Author(s):  
Leonard P. Ullmann ◽  
Leonard Krasner ◽  
Donna M. Gelfand
Keyword(s):  
Verbal Behavior ◽  
Personality Test ◽  
Response Class ◽  
Additional Measure ◽  
Emotional Words

Reinforcement and other experimental manipulations may influence the content as well as the frequency of verbal behavior. Evidence was presented from five studies ( N = 283) in which emotional words, EW, were reinforced in TAT-like situations. EW used during reinforced trials were pleasanter than those used during operant trials; differential experimental manipulations led to differential pleasantness of EW; pleasantness of EW used during operant trials was significantly associated with personality test measures, particularly anxiety and hostility. The results bear on the role of reinforcement in social influencing situations and provide an additional measure of the effect of reinforcement.

Effects of differential reinforcement of choosing phrases about reading upon the duration of reading behavior

1969 ◽  
Vol 9 (2) ◽  
Author(s):  
Thais Cazati Faleiros ◽  
Maria Martha Costa Hübner
Keyword(s):  
Verbal Behavior ◽  
Differential Reinforcement ◽  
Response Class ◽  
Reading Behavior ◽  
Computer Screen ◽  
Before And After

In the scope of studies that investigate the effects of manipulation in verbal antecedents upon the related non verbal behavior, the present study evaluated the effect of differential reinforcement of one response class (choice of phrases about positive aspects about reading, interpreted as tacts with positive qualifying autoclitics) upon other class (the choice of reading behavior), reinforcing choices of phrases about positive aspects of reading and observing its effects upon the emission of reading behavior. It were registered activities and photographs chosen before and after the training. During training, four phrases appeared in a computer screen and just the choice of one of them (related to reading) was reinforced with points. The results indicated an augment of the choices in reading behavior as well as in the time of reading for the majority of the participants and an augment of the choices of choosing photographs related to reading, when compared to the results of the baseline. The results are interpreted according to behavior verbally governed.

Exploring the Role of Verbal Behavior in a New Experimental Task for the Study of Metacontingencies

2013 ◽  
Vol 22 (1) ◽  
pp. 87-101 ◽  
Author(s):  
Angelo A. S. Sampaio ◽  
Lorena A. S. Araújo ◽  
Mariana E. Gonçalo ◽  
Júlia C. Ferraz ◽  
Anisiano P. Alves Filho ◽  
...  
Keyword(s):  
Verbal Behavior ◽  
Experimental Task

The role of verbal behavior in the establishment of comparative relations

2020 ◽  
Vol 113 (2) ◽  
pp. 322-339 ◽  
Author(s):  
Jocelyn E. Diaz ◽  
Shannon M. Luoma ◽  
Caio F. Miguel
Keyword(s):  
Verbal Behavior ◽  
Comparative Relations

Affective significance enhances covert attention: Roles of anxiety and word familiarity

2008 ◽  
Vol 61 (11) ◽  
pp. 1669-1686 ◽  
Author(s):  
Manuel G. Calvo ◽  
Michael W. Eysenck
Keyword(s):  
Covert Attention ◽  
Probe Word ◽  
Word Knowledge ◽  
Decision Task ◽  
High Anxiety ◽  
Priming Effects ◽  
Emotional Words ◽  
Eye Fixations ◽  
Word Familiarity

To investigate the processing of emotional words by covert attention, threat-related, positive, and neutral word primes were presented parafoveally (2.2° away from fixation) for 150 ms, under gaze-contingent foveal masking, to prevent eye fixations. The primes were followed by a probe word in a lexical-decision task. In Experiment 1, results showed a parafoveal threat–anxiety superiority: Parafoveal prime threat words facilitated responses to probe threat words for high-anxiety individuals, in comparison with neutral and positive words, and relative to low-anxiety individuals. This reveals an advantage in threat processing by covert attention, without differences in overt attention. However, anxiety was also associated with greater familiarity with threat words, and the parafoveal priming effects were significantly reduced when familiarity was covaried out. To further examine the role of word knowledge, in Experiment 2, vocabulary and word familiarity were equated for low- and high-anxiety groups. In these conditions, the parafoveal threat–anxiety advantage disappeared. This suggests that the enhanced covert-attention effect depends on familiarity with words.

Going to the zoo

2013 ◽  
Vol 21 (2) ◽  
pp. 380-398 ◽  
Author(s):  
Gerardine M. Pereira
Keyword(s):  
Problem Solving ◽  
Verbal Behavior ◽  
Physical Map ◽  
The Other ◽  
Joint Activity ◽  
Planning Activity ◽  
Common Solution ◽  
Instruction Sheet ◽  
Gaze Patterns

This paper reports on an investigation of gaze patterns and other non-verbal behavior in dyadic, problem-solving based interactions. In a planning activity, participants are given an instruction sheet and a physical map of a zoo. Both participants must coordinate their actions to find a common solution to the problem. This paper aims at examining how activity-based interactions vary from other interactions, such as everyday conversation and story-telling (Goodwin 1980; Bavelas et al. 2002, 2007). The findings of this paper suggest that participants’ non-verbal behavior, such as smiling, nodding and in particular gaze, varies according to the interactional organization. In egalitarian interactions gaze directed at the other person occurs together with meta-task utterances, for example personal and humorous remarks. This paper highlights the role of gaze in task-based interactions to show that gaze is an integral part of stance taking, as it enables participants to position themselves in a joint activity.

Need for Social Approval and Dyadic Verbal Behavior

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1013-1016 ◽  
Author(s):  
Robert Buckhout
Keyword(s):  
Verbal Behavior ◽  
Attitude Change ◽  
Social Approval ◽  
Attitude Object ◽  
Situational Demands ◽  
And Control

High and low need-for-social-approval Ss were brought together in dyads in a 2 × 2 design. One S played the role of communicator attempting to persuade a receiver to change his attitude. High need-for-social-approval receivers showed more attitude change than low need-for-social-approval and control Ss. High need-for-social-approval communicators produced more conformity to immediate situational demands. Low need-for-social-approval communicators produced more of a change in affect towards the attitude object.

The intentional and the socio-cultural in language use

1994 ◽  
Vol 2 (2) ◽  
pp. 237-268 ◽  
Author(s):  
Jan Nuyts
Keyword(s):  
Verbal Behavior ◽  
Human Behavior ◽  
Speech Acts ◽  
Language Use ◽  
Language Research ◽  
Recent Debate

This paper is a contribution to the recent debate between a number of anthropologists and philosophers concerning the role of intentions in a theory of verbal behavior. It reviews a number of arguments put forward by ethno- and anthro-polinguists against the intention-centered view of human behavior common in current cognitively oriented language research, and typically represented in John Searle's theory of intentionality and of speech acts. It is argued that these arguments do not affect the assumption that intentions are always and necessarily present in (verbal) behavior (they are based on a much too simplistic view of intentionality), but they do show that intentions as such are insufficient to understand (verbal) behavior. These matters are discussed against the background of Searle's theory of intentionality.

scholarly journals The role of emotional valence in learning novel abstract concepts

2020 ◽  
Author(s):  
Gabriella Vigliocco ◽  
Marta Ponari ◽  
Courtenay Norbury
Keyword(s):  
Teaching Strategy ◽  
Age Of Acquisition ◽  
Emotional Valence ◽  
The Other ◽  
Abstract Concepts ◽  
Emotional Information ◽  
Emotional Words ◽  
Abstract Words ◽  
Better Than

A recent study by Ponari et al. (2017), showed that emotional valence (i.e., whether a word evokes positive, negative or no affect) predicts age-of-acquisition ratings, and that up to the age of 8-9, children know abstract emotional words better than neutral ones. On the basis of these findings, emotional valence has been argued to provide a bootstrapping mechanism for the acquisition of abstract concepts. However, no previous work has directly assessed whether words’ valence, or valence of the context in which words are used, facilitates learning of unknown abstract words. Here, we investigate whether valence supports acquisition of novel abstract concepts. Seven to 10 years old children were taught novel abstract words and concepts (words typically learnt at an older age and that children did not know); words were either valenced (positive or negative) or neutral. We also manipulated the context in which words were presented: for one group of children, the teaching strategy emphasised emotional information; for the other, it emphasised encyclopaedic, non-emotional information. Abstract words with emotional valence were learnt better than neutral abstract words by children up to the age of 8-9, replicating previous findings; no effect of teaching strategy was found. These results indicate that emotional valence supports abstract concepts acquisition, and further suggest that it is the valence information intrinsic to the word’s meaning to have a role, rather than the valence of the context in which the word is learnt.

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