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  • 刊频： Semiannual, 2014-
  • NLM标题： Anal Verbal Behav
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  • 1.

    【2hr】Erratum to: Language generativity response generalization and derived relational responding

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    机译 勘误至：语言生成响应泛化和派生的关系响应
    摘要：
  • 2.

    【2hr】Using Textual Prompts to Teach Mands for Information Using Who?

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    机译 使用文字提示来使用谁来教指令信息
    摘要：Recent research on teaching mands for information to children with language deficits has focused on manipulating establishing operations (EOs). However, only a few of those studies have programmed both EO conditions (in which information is needed) and abolishing operation (AO) conditions (in which information has already been provided) to ensure functional use of the mand for information. Shillingsburg, Bowen, Valentino, and Pierce (Journal of Applied Behavior Analysis, 47, 136–150, ) provided a successful demonstration of differential responding between EO and AO conditions demonstrating control of the response by the relevant EO. Echoic prompts resulted in successful mands for information “Who?” One limitation of this study was that the participants did not re-issue the initial mand upon approaching the named adult to retrieve the item. This may be problematic in the natural environment as it is unlikely that the named adult would know what the child was looking for. The current study sought to replicate and expand previous research by using textual prompts to teach the mand “Who?” in four children diagnosed with autism (Phase 1) and by requiring the mand for the item be re-issued upon approaching the named adult (Phase 2). Textual prompts resulted in differential use of the mand for information during EO and AO conditions for all of the participants. Additionally, three of the four participants who did not re-issue the mand to the named adult during the Phase 2 baseline did so following the intervention. Overall, results support the use of textual prompts to teach mands for information to children with autism.
  • 3.

    【2hr】Effects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism

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    机译 同时进行脚本训练对自闭症学龄前儿童使用各种Mand框架的影响
    摘要：Young children with autism may fail to mand using a range of frames (e.g., “I want,” “May I have,” “Please give me”). We examined the effects of simultaneous script training and script fading on acquisition and maintenance of varied mand frames with six preschool children with autism. For participants who did not demonstrate increased mand variability under fixed-ratio (FR) 1 conditions, we assessed the effects of post script-training extinction on response variability. Following training of up to four different mand frames, three of six participants emitted more varied mands under FR1 conditions relative to baseline. Posttraining extinction resulted in increased mand variability for two of the three remaining participants. Results are discussed in terms of considerations for both establishing and ensuring the persistence of varied verbal behavior among children with autism.
  • 4.

    【2hr】Emergent Intraverbal Forms may Occur as a Result of Listener Training for Children with Autism

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    机译 自闭症儿童的听众训练可能会出现紧急的口头形式
    摘要：The purpose of the present study was to assess whether intraverbal behavior, in the form of answers to questions, emerges as a result of listener training for five children diagnosed with autism. Listener responses were targeted and taught using prompting and differential reinforcement. Following successful acquisition of listener responses, the intraverbal form of the response was probed. Data were evaluated via a nonconcurrent multiple-baseline design that included a control series. Results showed listener-to-intraverbal transfer for four of the five participants. One participant required additional teaching that involved tacting the items selected during listener training.
  • 5.

    【2hr】Derived Equivalence Relations of Geometry Skills in Students with Autism: an Application of the PEAK-E Curriculum

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    机译 自闭症学生几何技能的等价关系：PEAK-E课程的应用
    摘要：The present study evaluated the efficacy of equivalence-based instruction (EBI) as described in the PEAK-E curriculum (Dixon, ) for promoting the emergence of derived geometry skills in two children with high-functioning autism. The results suggested that direct training of shape name (A) to shape property (B) (i.e., A-B relations) was effective for both participants. Following A-B training, both participants demonstrated emergent relations that are consistent with symmetry (B-A), as well as emergent shape name (A) to shape picture (C) relations that are consistent with transitivity (A-C). The results expand on existing literature by demonstrating the emergence of an A-C relation when neither A nor B stimuli were ever trained to C stimuli and illustrate the efficacy of EBI for training geometry skills.
  • 6.

    【2hr】Does Hearing About Cancer Influence Stimulus Control? An Exploratory Study of Verbal Modulation of Stimulus Generalization

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    机译 听到癌症会影响刺激控制吗？刺激泛化的口头调制探索性研究
    摘要：Participants first became familiar with an image showing moderate symptoms of the skin cancer melanoma. In a generalization test, they indicated whether images showing more and less pronounced symptoms were “like the original.” Some groups (cancer context) were told that the images depicted melanoma and that the disease is deadly unless detected early. Control groups were not told what the images depicted. For control groups, generalization gradients were fairly typical of what is normally reported in the generalization literature, but for cancer context groups, gradients were shifted such that highly symptomatic moles were identified as “like the original” more than normal and subtly symptomatic ones were endorsed less than normal. These results may have implications for melanoma education efforts and, more generally, illustrate the possible importance of studying interactions between verbal behavior and primary stimulus control.
  • 7.

    【2hr】An Annotated Bibliography of Verbal Behavior Articles Published Outside of The Analysis of Verbal Behavior: 2015

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    机译 在言语行为分析之外发表的言语行为文章注释书目：2015年
    摘要：An annotated bibliography is provided that summarizes journal articles on verbal behavior published outside of The Analysis of Verbal Behavior in 2015, the primary journal for scholarship in this area. Thirty such articles were identified and annotated as a resource for practitioners, researchers, and educators.
  • 8.

    【2hr】Accurate Delayed Matching-to-Sample Responding without Rehearsal: An Unintentional Demonstration with Children

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    机译 准确的延迟匹配到样本的响应而无需彩排：儿童的无意演示
    摘要：Research on joint control has focused on mediational responses, in which simultaneous stimulus control from two sources leads to the emission of a single response, such as choosing a comparison stimulus in delayed matching-to-sample. Most recent studies of joint control examined the role of verbal mediators (i.e., rehearsal) in evoking accurate performance. They suggest that mediation is a necessity for accurate delayed matching-to-sample responding. We designed an experiment to establish covert rehearsal responses in young children. Before participants were taught such responses; however, we observed that they responded accurately at delays of 15 and 30 s without overt rehearsal. These findings suggest that in some cases, rehearsal is not necessary for accurate responding in such tasks.
  • 9.

    【2hr】Using a Verbal Analysis of Lady Gaga’s Applause as a Classroom Exercise for Teaching Verbal Behavior

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    机译 使用Lady Gaga掌声的口头分析作为课堂练习讲授语言行为
    摘要：Learning Skinner’s () verbal behavior taxonomy requires extensive study and practice. Thus, novel classroom exercises might serve this goal. The present manuscript describes a classroom exercise in which two students analyzed Lady Gaga’s song Applause in terms of its metaphorical arrangements. Through the exercise, students identified various verbal operants and their subtypes, including those seldom researched by the behavioral community (see Sautter and LeBlanc , The Analysis of Verbal Behavior, 22, 35–48), which helped them conclude that Lady Gaga’s Applause is comprised of two themes: the artist taking control, and the artist-as-art.
  • 10.

    【2hr】Introduction to the Special Section on the Intraverbal Relation

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    机译 语际关系专栏简介
    • 作者：Linda A. LeBlanc
    • 刊名：The Analysis of Verbal Behavior
    • 2016年第2期
    摘要：
  • 11.

    【2hr】On Intraverbal Control and the Definition of the Intraverbal

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    机译 言语控制与言语定义
    • 作者：David C. Palmer
    • 刊名：The Analysis of Verbal Behavior
    • 2016年第2期
    摘要：Behavior analysts should distinguish between the intraverbal, as a class of verbal operants, and intraverbal control, the potentiating effect, however slight, of a verbal antecedent on a verbal response. If it is to serve an explanatory function, the term intraverbal, as a class of verbal operants, should be restricted to those cases in which a verbal antecedent, as the result of a history of contiguous or correlated usage, is sufficient to evoke the putative intraverbal response. Intraverbal control is pervasive in verbal behavior, but since it is typically just one of many concurrent variables that determine the form of a verbal response, such multiply controlled responses are not usefully called “intraverbals.” Because intraverbals and their controlling variables have invariant formal properties, they are conceptually simple, but they nevertheless play a central role in the interpretation of complex phenomena such as the structural regularities in verbal behavior (i.e., grammar).
  • 12.

    【2hr】Verbal Stimulus Control and the Intraverbal Relation

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    机译 言语刺激控制与言语关系
    • 作者：Mark L. Sundberg
    • 刊名：The Analysis of Verbal Behavior
    • 2016年第2期
    摘要：The importance of the intraverbal relation is missed in most theories of language. Skinner () attributes this to traditional semantic theories of meaning that focus on the nonverbal referents of words and neglect verbal stimuli as separate sources of control for linguistic behavior. An analysis of verbal stimulus control is presented, along with its distinction from nonverbal stimulus control and motivational control. It is suggested that there are at least four different types of increasingly complex verbal discriminations relevant to speaker and listener behavior: simple, compound, verbal conditional, and verbal function-altering (Eikeseth & Smith, ; Schlinger & Blakely, ). Separate but interlocking accounts of how these specific types of verbal stimuli produce different evocative and function-altering effects for the speaker and for the listener are provided. Finally, the effects of weakening verbal stimulus control and the loss of intraverbal behavior are considered, especially as they relate to dementia, aphasia, and traumatic brain injury.
  • 13.

    【2hr】Common and Intraverbal Bidirectional Naming

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    机译 通用和口头双向命名
    • 作者：Caio F. Miguel
    • 刊名：The Analysis of Verbal Behavior
    • 2016年第2期
    摘要：Naming has been defined as a generalized operant that combines speaker and listener behaviors within the individual. The purpose of this paper is to reintroduce the concept of naming and its subtypes, common and intraverbal, distinguish it from other terms such as the tact relation, and discuss the role of naming in the development of verbal behavior. Moreover, a taxonomical change is proposed. The addition of the qualifier bidirectional would serve to emphasize the speaker-listener bidirectional relation and serve to distinguish the technical term from its commonsense use. It is hoped that this paper will inspire future basic and applied research on an important extension of Skinner’s analysis of verbal behavior.
  • 14.

    【2hr】Empirical Investigations of the Intraverbal: 2005–2015

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    机译 口头实证研究：2005–2015
    摘要：Several papers have reviewed the literature based on Skinner’s conceptual framework presented in his book, Verbal Behavior. These reviews have called for more research on the topic of verbal behavior generally and often for more research on particular verbal operants. For example, Sautter and LeBlanc () urged the behavior-analytic community to conduct more research on the intraverbal because of the scant existing literature base at that time. In the current review, we replicate the procedures used by Sautter and LeBlanc focusing specifically on the intraverbal relation and on the literature published in the 10 years since their call for research. We summarize the publication themes, provide graphs of the trends and types of published articles, and offer ideas for future research specific to the intraverbal.
  • 15.

    【2hr】Emergence of Intraverbal Responding Following Tact Instruction with Compound Stimuli

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    机译 带有复合刺激的机体指示后言语应答的出现
    摘要：Effective intraverbal responding often requires control by multiple elements of a verbal stimulus. The purpose of this study was to examine the emergence of such intraverbal relations following tact instruction with compound stimuli and to analyze any resulting error patterns. Participants were seven typically developing children between 3 and 5 years of age. After being taught to tact four overlapping compound stimuli that differed along color and shape dimensions, participants were tested for emergent intraverbal responding. Three participants performed with high accuracy and four with intermediate accuracy when correct intraverbal responding required control by multiple elements (i.e., color names and shape names) of the verbal stimulus. Five participants performed with high accuracy when intraverbal responding required control by only a single stimulus element, and all participants showed emergence of reverse intraverbal relations when the response required naming only a single stimulus element (i.e., color or shape). There was an insufficient number of errors to perform detailed error analyses at the individual level, but overall, the first element of a verbal stimulus was more likely to exert control over the response than the second element, and color words were more likely to exert control than shape words. Results suggest that individual stimulus elements acquired independent control over the responses that had been established as tacts.
  • 16.

    【2hr】An Evaluation of Two Stimulus Equivalence Training Sequences on the Emergence of Novel Intraverbals

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    机译 对两种刺激等效训练序列对新型言语表达的评价
    摘要：Researchers have begun to investigate the emergence of novel intraverbals using equivalence-based instruction (EBI) in typically developing children (Carp & Petursdottir, ; Pérez-González, Herszlikowicz, & Williams, ). We sought to replicate and extend the previous research by investigating two stimulus equivalence training sequences (e.g., linear series—LS and one to many—OTM) in the emergence of novel intraverbals in a two-part study with college students. Experiment 1 was designed to partially replicate the previous research by training intraverbals using an LS arrangement and then testing for the emergence of novel intraverbals. Novel intraverbals did not emerge after baseline training alone for the majority of participants. Experiment 2 investigated whether a different training sequence (i.e., OTM) would result in the emergence of novel intraverbals. Novel intraverbals did emerge following baseline training alone for the majority of participants. Overall, these results suggest that training intraverbals in an OTM training sequence may establish conditional discriminations during training, which may make it a more advantageous sequence, in that following training, more novel intraverbals emerge.
  • 17.

    【2hr】Selection-Based Instruction with Touch-Screen Video and the Emergence of Exact Recombinative and Novel Topography-Based Responses to Interview Questions

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    机译 带有触摸屏视频的基于选择的教学以及面试问题的精确重组和新颖的基于地形的回答的出现
    摘要：The purpose of the present experiment was to replicate and extend the literature on using selection-based instruction to teach responses to interview questions by (a) evaluating the emergence of recombinative (i.e., combinations of taught) and novel (i.e., untaught) topography-based intraverbal responses, in addition to exact repetitions of taught responses, (b) providing a measure of social validity for the emergent response subtypes, and (c) including a touch-screen video interviewing component. Participants were two young adult males with a learning disability who attended a local vocational development center. Increases in accurate intraverbal responding and decreases in inaccurate responding across most interview questions were observed in both participants at posttest. Increases in the number of accurate recombinative responses were observed for both participants, and increases in accurate exact responses were observed for one participant. One accurate novel response was observed at posttest for each participant. Results suggest that selection-based instruction can generate appropriate topography-based responses that sound unscripted and the addition of a video component was viable.
  • 18.

    【2hr】Evaluation of a Blocked-Trials Procedure to Establish Complex Stimulus Control over Intraverbal Responses in Children with Autism

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    机译 建立自闭症儿童口内反应的复杂刺激控制的封闭试验程序的评估
    摘要：We evaluated the use of a blocked-trials procedure to establish complex stimulus control over intraverbal responses. The participants were four young boys with a diagnosis of autism who had struggled to master intraverbals. The blocked-trials procedures involved presentation of stimuli in separate trial blocks. The trial blocks gradually reduced in size contingent upon correct responding, until the stimuli were presented in quasi-random order. All participants acquired multiple discriminations with the blocked-trials procedure, although additional procedures were needed to teach the first discrimination with two participants. Following acquisition of multiple discriminations, two participants acquired a novel discrimination with quasi-random presentation of stimuli, and a third participant demonstrated discriminated responding in intraverbal probes.
  • 19.

    【2hr】A Comparison of Prompting Strategies to Teach Intraverbals to an Adolescent with Down Syndrome

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    机译 唐氏综合症青少年口语教学策略的比较
    摘要：Ingvarsson and Hollobaugh (2011) investigated tact- or echoic-to-intraverbal transfer of stimulus control to “wh” questions for three preschool-aged boys with autism. The current study was a systematic replication of this study with an adolescent girl with Down syndrome. A multielement design was used to compare the effectiveness and efficiency of picture or echoic prompts presented on an iPad or in vivo to teach “wh” questions. All prompt conditions were effective. Conclusions and recommendations for practice are presented.
  • 20.

    【2hr】Teaching a Child with Autism to Mand for Answers to Questions Using a Speech-Generating Device

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    机译 使用语音生成设备教自闭症儿童强制回答问题
    摘要：The current study systematically replicates and extends the findings of Ingvarsson and Hollobaugh () by teaching a boy with autism who used a speech-generating device to mand for answers to unknown questions. The effects of the intervention were evaluated via a multiple baseline across stimulus sets. The intervention resulted in acquisition of both the mand for information and intraverbal responses (i.e., correct answers to previously unknown questions). However, generalization of the mand for information was limited.
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