Large, top-down organizations tend to be bureaucratic, less innovative, and more resistant to change. The following 4 forces prevent such an organization from changing: (a) behavioral momentum, which is the tendency for behaviors to continue unchanged rather than evolve with the dynamic world; (b) regression to the mean, which refers to the phenomenon that ensures that even if an organization overcomes behavioral momentum and adopts change, the windfall gains of the change are always at risk of being lost; (c) inadequate behavioral developmental stage of addressing issues; and (d) interaction among the first 3 variables. These forces may happen by mass adoption from large competing organizations. Furthermore, in such organizations, the chain of command extends from top to bottom, which implies a greater superiority and domination of higher levels over multiple lower ones. However, in a rapidly changing business world, these characteristics are a death knell to business success and sustenance. Adopting a highly autonomous 2- to 3-layer flat management structure, on the other hand, fosters creativity and innovation. Companies then can rely on a broad base of leaders and employees who feel ownership for the overall success of the organization and innovation can occur in small units that have autonomy and power over their own culture.
大型的、自上而下的组织往往是官僚主义的，缺乏创新，更抗拒改变。以下4种力量阻止这样的组织发生变化:(a)行为动量，即行为倾向于保持不变，而不是随着动态世界的变化而变化;(b)均值回归(regression to the mean)，指的是即使组织克服了行为动量，采取了变革，但变革带来的意外收益始终有丧失的风险;(c)处理问题的行为发展阶段不足;(d)前3个变量之间的相互作用。这些力量可能会通过大型竞争组织的大规模采用而发生。此外，在这样的组织中，指挥链从上到下延伸，这意味着更高级别的人对多个较低级别的人有更大的优势和统治。然而，在瞬息万变的商业世界中，这些特征是企业成功和维持的丧钟。另一方面，采用高度自治的2至3层扁平化管理结构，可以促进创造力和创新。这样，公司就可以依靠广泛的领导者和员工，他们对组织的整体成功感到所有权，而创新可以发生在对自己的文化拥有自主权和权力的小单位中。
{"title":"Four Forces That Prevent Change in Organizations: How to Become an Innovative Organization","authors":"M. Commons","doi":"10.1037/bdb0000073","DOIUrl":"https://doi.org/10.1037/bdb0000073","url":null,"abstract":"Large, top-down organizations tend to be bureaucratic, less innovative, and more resistant to change. The following 4 forces prevent such an organization from changing: (a) behavioral momentum, which is the tendency for behaviors to continue unchanged rather than evolve with the dynamic world; (b) regression to the mean, which refers to the phenomenon that ensures that even if an organization overcomes behavioral momentum and adopts change, the windfall gains of the change are always at risk of being lost; (c) inadequate behavioral developmental stage of addressing issues; and (d) interaction among the first 3 variables. These forces may happen by mass adoption from large competing organizations. Furthermore, in such organizations, the chain of command extends from top to bottom, which implies a greater superiority and domination of higher levels over multiple lower ones. However, in a rapidly changing business world, these characteristics are a death knell to business success and sustenance. Adopting a highly autonomous 2- to 3-layer flat management structure, on the other hand, fosters creativity and innovation. Companies then can rely on a broad base of leaders and employees who feel ownership for the overall success of the organization and innovation can occur in small units that have autonomy and power over their own culture.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79464043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Organizations can be seen as social systems with hierarchical structures and roles at different levels of complexity with correspondingly different complexity of tasks. This article applies the perspectives of two theories from the field of adult development, namely, the model of hierarchical complexity (MHC) and ego development theory (EDT) to analyze stratified systems theory (SST). Although the theories are not regarded as strictly comparable and commensurable on account of differences in basic assumptions and methods of the theories, the analysis leads to the conclusion that descriptions of role complexity and individual capabilities in SST, to some extent, correspond to descriptions of developmental levels according to the MHC and EDT. Both comparisons support the notion that task and leadership complexity increases with organizational level, and thereby demonstrates support for the existence of qualitatively different levels of leadership. However, based on the methodological choices of the study, it is beyond the scope of the article to validate the key concepts, constructs in SST, as well as provide support or nonsupport for the proposed value of application in practice. Furthermore, we point out the lack of a more thorough analysis and comparison between the theories built on rich empirical material. Nevertheless, we conclude that the MHC, EDT and SST are fruitful lenses that can further the understanding of organizations as social systems with hierarchical structures.
{"title":"Analyzing Roles and Leadership in Organizations From Cognitive Complexity and Meaning-Making Perspectives","authors":"O. Törnblom, Kristian Stålne, S. Kjellström","doi":"10.1037/bdb0000067","DOIUrl":"https://doi.org/10.1037/bdb0000067","url":null,"abstract":"Organizations can be seen as social systems with hierarchical structures and roles at different levels of complexity with correspondingly different complexity of tasks. This article applies the perspectives of two theories from the field of adult development, namely, the model of hierarchical complexity (MHC) and ego development theory (EDT) to analyze stratified systems theory (SST). Although the theories are not regarded as strictly comparable and commensurable on account of differences in basic assumptions and methods of the theories, the analysis leads to the conclusion that descriptions of role complexity and individual capabilities in SST, to some extent, correspond to descriptions of developmental levels according to the MHC and EDT. Both comparisons support the notion that task and leadership complexity increases with organizational level, and thereby demonstrates support for the existence of qualitatively different levels of leadership. However, based on the methodological choices of the study, it is beyond the scope of the article to validate the key concepts, constructs in SST, as well as provide support or nonsupport for the proposed value of application in practice. Furthermore, we point out the lack of a more thorough analysis and comparison between the theories built on rich empirical material. Nevertheless, we conclude that the MHC, EDT and SST are fruitful lenses that can further the understanding of organizations as social systems with hierarchical structures.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84336762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates how the transition toward self-direction is experienced and facilitated in 2 semester-long courses in teacher education degree programs and the differences in such a transition for freshman and master’s students. The thematic analysis of the written self-assessments of 8 illustrative examples enabled the detection of (a) students’ initial upset in the face of demands for internal authority; (b) the support of the teacher and peers in managing that upset; and (c) the students’ shift toward more complex conceptions of learning and teaching, including evidence of increasing self-direction. These findings shed light on the potential of intentionally designed learning contexts for promoting students’ epistemological development. The similarities found between freshman and master’s students’ experiences when managing the demands of internal authority emphasize the underutilization of the most extended teaching practices in higher education.
{"title":"Understanding and Promoting Self-Direction in Freshman and Master’s Students: A Qualitative Approach","authors":"Gloria Nogueiras, Alejandro Iborra","doi":"10.1037/bdb0000024","DOIUrl":"https://doi.org/10.1037/bdb0000024","url":null,"abstract":"This study investigates how the transition toward self-direction is experienced and facilitated in 2 semester-long courses in teacher education degree programs and the differences in such a transition for freshman and master’s students. The thematic analysis of the written self-assessments of 8 illustrative examples enabled the detection of (a) students’ initial upset in the face of demands for internal authority; (b) the support of the teacher and peers in managing that upset; and (c) the students’ shift toward more complex conceptions of learning and teaching, including evidence of increasing self-direction. These findings shed light on the potential of intentionally designed learning contexts for promoting students’ epistemological development. The similarities found between freshman and master’s students’ experiences when managing the demands of internal authority emphasize the underutilization of the most extended teaching practices in higher education.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the empirical results of a study with 70 adult respondents concerning whether Picasso’s Les Demoiselles d′ Avignon (1907) and The Bull Series (1945–1946) are beautiful or not. The correlation between responses to these 2 complex Cubist art works is .97, p = .01. Disparities between subjects’ conceptions of what the works of art are about in contrast to what Picasso depicted are characterized by 2 structural-developmental levels. This study extends some of the findings of conceptions of the beautiful (Erdynast & Chen, 2014). The hypothesis that a higher chronological age cannot be equated with a higher exhibited developmental level of conception of the beautiful and that some older age subjects exhibited lower-level responses than some younger age subjects was supported. Content choice changes concerning the 2 artworks were always unidirectional, from “not beautiful to beautiful” or from “undecided” to “beautiful;” never in the opposite direction. Developmental disparities of conceptions of the beautiful are illustrated in the late period of the marriage and divorce of the Nobel Prize-winning playwright Harold Pinter and actress Vivien Merchant. Their structural-developmental conceptual analyses of aesthetic (and political and human rights) issues were so disparate that Harold Pinter could not effectively communicate about his conceptions as a playwright and social critic. Picasso’s Les Demoiselles d′ Avignon and The Bull Series illustrate general principles of design and command of line: composition and balance, movement, dynamic tensions, interplay between abstraction and realism, rhythms of form and planes, distinctness of style and craft.
{"title":"Developmental Disparities in Differing Levels of Conceptions of the Beautiful and Implications on Marriage as a Fundamental Organizational Unit","authors":"Albert Erdynast","doi":"10.1037/bdb0000060","DOIUrl":"https://doi.org/10.1037/bdb0000060","url":null,"abstract":"This paper presents the empirical results of a study with 70 adult respondents concerning whether Picasso’s Les Demoiselles d′ Avignon (1907) and The Bull Series (1945–1946) are beautiful or not. The correlation between responses to these 2 complex Cubist art works is .97, p = .01. Disparities between subjects’ conceptions of what the works of art are about in contrast to what Picasso depicted are characterized by 2 structural-developmental levels. This study extends some of the findings of conceptions of the beautiful (Erdynast & Chen, 2014). The hypothesis that a higher chronological age cannot be equated with a higher exhibited developmental level of conception of the beautiful and that some older age subjects exhibited lower-level responses than some younger age subjects was supported. Content choice changes concerning the 2 artworks were always unidirectional, from “not beautiful to beautiful” or from “undecided” to “beautiful;” never in the opposite direction. Developmental disparities of conceptions of the beautiful are illustrated in the late period of the marriage and divorce of the Nobel Prize-winning playwright Harold Pinter and actress Vivien Merchant. Their structural-developmental conceptual analyses of aesthetic (and political and human rights) issues were so disparate that Harold Pinter could not effectively communicate about his conceptions as a playwright and social critic. Picasso’s Les Demoiselles d′ Avignon and The Bull Series illustrate general principles of design and command of line: composition and balance, movement, dynamic tensions, interplay between abstraction and realism, rhythms of form and planes, distinctness of style and craft.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45962314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Decentralization is 1 way of mastering flexibility demands in postindustrial societies, increasing the need for employees’ autonomous work performance. Company cultures have been applied to integrate employees in organizational goals and visions. The aim of the article is to elucidate how a combination of decentralized autonomy and company culture integration is related to employees’ and organizational stage development. The overriding question concerns conditions hampering or promoting such processes. A competitive bank with this type of organization (emphasizing, e.g., local decision making, profit sharing, and employees’ developmental capability) was investigated in 2004–2010 in a multimethodological cross sectional case study. Reported results have focused on only separate aspects of the case. These results concern (a) a generally positive attitude to the company culture, (b) a frequent prevalence of expert adult developmental stage, and (c) work group interactions that mainly reproduce and reinforce company culture integration. Taken together and interpreted in an abductively further developed theoretical frame, the organizational learning and competitive advantages of the studied case are recognized. However, its stage transformative potential is problematized in terms of lacking alternative perspectives that appear to hamper using a potential space of action and development provided by decentralization.
{"title":"Decentralized Autonomy and Company Culture Integration: Individual and Organizational Development Incentives and Potentials Contextualized","authors":"T. Hagström, T. Backström","doi":"10.1037/bdb0000035","DOIUrl":"https://doi.org/10.1037/bdb0000035","url":null,"abstract":"Decentralization is 1 way of mastering flexibility demands in postindustrial societies, increasing the need for employees’ autonomous work performance. Company cultures have been applied to integrate employees in organizational goals and visions. The aim of the article is to elucidate how a combination of decentralized autonomy and company culture integration is related to employees’ and organizational stage development. The overriding question concerns conditions hampering or promoting such processes. A competitive bank with this type of organization (emphasizing, e.g., local decision making, profit sharing, and employees’ developmental capability) was investigated in 2004–2010 in a multimethodological cross sectional case study. Reported results have focused on only separate aspects of the case. These results concern (a) a generally positive attitude to the company culture, (b) a frequent prevalence of expert adult developmental stage, and (c) work group interactions that mainly reproduce and reinforce company culture integration. Taken together and interpreted in an abductively further developed theoretical frame, the organizational learning and competitive advantages of the studied case are recognized. However, its stage transformative potential is problematized in terms of lacking alternative perspectives that appear to hamper using a potential space of action and development provided by decentralization.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43345126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-01Epub Date: 2017-01-23DOI: 10.1037/bdb0000057
Kristen Ashbaugh, Robert Koegel, Lynn Koegel
Increasing numbers of individuals with Autism Spectrum Disorder (ASD) are entering postsecondary education; however, many report feeling lonely and isolated. These difficulties with socialization have been found to impact students' academic success, involvement within the university, and overall well being. Therefore, the purpose of this study was to assess, within the context of a multiple-baseline across participants design, whether a structured social planning intervention would increase social integration for college students with ASD. The intervention consisted of weekly meetings to plan social activities around the student with ASD's interests, improve organizational skills, and target specific social skills. Additionally, each participant had a peer mentor for support during the social activities. The results showed that following intervention all participants increased their number of community-based social events, extracurricular activities, and peer interactions. Furthermore, participants improved in their academic performance and satisfaction with their college experience. Results are discussed in regards to developing specialized programs to assist college students with ASD.
{"title":"Increasing Social Integration for College Students with Autism Spectrum Disorder.","authors":"Kristen Ashbaugh, Robert Koegel, Lynn Koegel","doi":"10.1037/bdb0000057","DOIUrl":"https://doi.org/10.1037/bdb0000057","url":null,"abstract":"<p><p>Increasing numbers of individuals with Autism Spectrum Disorder (ASD) are entering postsecondary education; however, many report feeling lonely and isolated. These difficulties with socialization have been found to impact students' academic success, involvement within the university, and overall well being. Therefore, the purpose of this study was to assess, within the context of a multiple-baseline across participants design, whether a structured social planning intervention would increase social integration for college students with ASD. The intervention consisted of weekly meetings to plan social activities around the student with ASD's interests, improve organizational skills, and target specific social skills. Additionally, each participant had a peer mentor for support during the social activities. The results showed that following intervention all participants increased their number of community-based social events, extracurricular activities, and peer interactions. Furthermore, participants improved in their academic performance and satisfaction with their college experience. Results are discussed in regards to developing specialized programs to assist college students with ASD.</p>","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5476317/pdf/nihms-831809.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35111801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2 studies, we tested the effects of multiple exemplar instruction (MEI), using rapidly rotating mand and tact opportunities under relevant motivating conditions, on the transformation of motivating operations (MOs) across mands and tacts for sets of adjective-object pairs. The design for both studies was a delayed multiple probe across participants, using pre- and postintervention tests of untaught mand or tact functions. Two 3-year-old children with developmental disabilities participated in Experiment 1, and 5 4-year-old males with developmental delays participated in Experiment 2. At the outset of the study, none of the participants demonstrated both mand and tact responses for untaught functions. After MEI, untaught adjective-object functions for mands or tacts emerged for all children in both experiments, suggesting that the transformation of MOs is a verbal behavior developmental cusp. Our findings support Skinner’s notion that mand and tact functions are acquired separately, but later join as a function of experience.
{"title":"Establishing the Transformation of Motivating Operations Across Mands and Tacts for Preschoolers With Developmental Delays","authors":"Jessica Singer-Dudek, H. Park, G. Lee, C. Lo","doi":"10.1037/bdb0000045","DOIUrl":"https://doi.org/10.1037/bdb0000045","url":null,"abstract":"In 2 studies, we tested the effects of multiple exemplar instruction (MEI), using rapidly rotating mand and tact opportunities under relevant motivating conditions, on the transformation of motivating operations (MOs) across mands and tacts for sets of adjective-object pairs. The design for both studies was a delayed multiple probe across participants, using pre- and postintervention tests of untaught mand or tact functions. Two 3-year-old children with developmental disabilities participated in Experiment 1, and 5 4-year-old males with developmental delays participated in Experiment 2. At the outset of the study, none of the participants demonstrated both mand and tact responses for untaught functions. After MEI, untaught adjective-object functions for mands or tacts emerged for all children in both experiments, suggesting that the transformation of MOs is a verbal behavior developmental cusp. Our findings support Skinner’s notion that mand and tact functions are acquired separately, but later join as a function of experience.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45766968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Kent, Edel Galvin, Yvonne Barnes-Holmes, Carol Murphy, D. Barnes-Holmes
Relational Frame Theory (RFT) proposes that derived relational responding is crucial to the development of verbal behavior. According to RFT, typically developing children acquire the ability to derive relations through natural language interactions. In contrast, children with autism often do not acquire these skills as readily and require interventions to target their development. Limited research has examined the optimal training context for establishing the core relational skills, such as the sequence in which the relations might be optimally trained. The current research comprised 3 studies to investigate the emergence of specific relational responding repertoires in typically developing children and children with autism. The results demonstrate that the typically developing children had a fluent repertoire of these relational skills, while those with autism demonstrated significant deficits. The results shed some light on the possible role of training sequence.
{"title":"Relational Responding: Testing, Training, and Sequencing Effects Among Children With Autism and Typically Developing Children","authors":"G. Kent, Edel Galvin, Yvonne Barnes-Holmes, Carol Murphy, D. Barnes-Holmes","doi":"10.1037/bdb0000041","DOIUrl":"https://doi.org/10.1037/bdb0000041","url":null,"abstract":"Relational Frame Theory (RFT) proposes that derived relational responding is crucial to the development of verbal behavior. According to RFT, typically developing children acquire the ability to derive relations through natural language interactions. In contrast, children with autism often do not acquire these skills as readily and require interventions to target their development. Limited research has examined the optimal training context for establishing the core relational skills, such as the sequence in which the relations might be optimally trained. The current research comprised 3 studies to investigate the emergence of specific relational responding repertoires in typically developing children and children with autism. The results demonstrate that the typically developing children had a fluent repertoire of these relational skills, while those with autism demonstrated significant deficits. The results shed some light on the possible role of training sequence.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/bdb0000041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47614859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In behavior analysis, naming is defined as an integration of speaker and listener behavior. After exposure to a tact, appropriate listener behavior can occur, and vice versa, without direct training. When a child is able to learn new word-object relations from observations of others’ tacts both as speaker and listener, full naming has emerged. Naming consists of echoic, pure tact, impure tact, and listener responses. However, children with autism often fail to acquire the naming capability. The present study replicated the results of previous experiments that have emphasized the role of a multiple exemplar training that involves a rotation of the antecedents for the different response types that constitute naming. Further, the present study extended previous research by requiring the participants to echo the teacher’s tacts of the sample stimulus during matching-to-sample training, before naming probes. Consistent with the notion that a rotation of training trials across point to, pure tact, and impure tact responses produces naming skills in children with autism, the results showed improved tacting and listener behavior following such training.
{"title":"Establishment of Naming in Children With Autism Through Multiple Response-Exemplar Training","authors":"Heidi Skorge Olaff, Hanne Nordvik Ona, P. Holth","doi":"10.1037/bdb0000044","DOIUrl":"https://doi.org/10.1037/bdb0000044","url":null,"abstract":"In behavior analysis, naming is defined as an integration of speaker and listener behavior. After exposure to a tact, appropriate listener behavior can occur, and vice versa, without direct training. When a child is able to learn new word-object relations from observations of others’ tacts both as speaker and listener, full naming has emerged. Naming consists of echoic, pure tact, impure tact, and listener responses. However, children with autism often fail to acquire the naming capability. The present study replicated the results of previous experiments that have emphasized the role of a multiple exemplar training that involves a rotation of the antecedents for the different response types that constitute naming. Further, the present study extended previous research by requiring the participants to echo the teacher’s tacts of the sample stimulus during matching-to-sample training, before naming probes. Consistent with the notion that a rotation of training trials across point to, pure tact, and impure tact responses produces naming skills in children with autism, the results showed improved tacting and listener behavior following such training.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We conducted 2 experiments on the effects of social attention versus token contingencies on the emission of verbal operants by preschoolers, with and without a disability diagnosis. Four participants, 3 females and 1 male, 3 to 4 years old, were selected to participate in Experiment 1 and 6 participants, 5 females and 1 male, 2 to 4 years old, in Experiment 2. Experiment 1 compared effects of the 2 contingencies on numbers of child-initiated tacts in 3 different settings using an alternating treatment design. Experiment 2, using a multielement design, compared the automated delivery of tokens versus adult attention on the percentage of peer-to-peer and adult conversational units. Participants in both experiments initiated more tacts with contingent social attention than with contingent tokens. Implications are that tacts and conversational units are maintained more by social reinforcers than nonsocial generalized conditioned reinforcers (i.e., tokens). Social control of tacts may be essential to social verbal behavior.
{"title":"Effects of Social Reinforcement on the Emission of Tacts by Preschoolers","authors":"C. Eby, R. D. Greer","doi":"10.1037/bdb0000043","DOIUrl":"https://doi.org/10.1037/bdb0000043","url":null,"abstract":"We conducted 2 experiments on the effects of social attention versus token contingencies on the emission of verbal operants by preschoolers, with and without a disability diagnosis. Four participants, 3 females and 1 male, 3 to 4 years old, were selected to participate in Experiment 1 and 6 participants, 5 females and 1 male, 2 to 4 years old, in Experiment 2. Experiment 1 compared effects of the 2 contingencies on numbers of child-initiated tacts in 3 different settings using an alternating treatment design. Experiment 2, using a multielement design, compared the automated delivery of tokens versus adult attention on the percentage of peer-to-peer and adult conversational units. Participants in both experiments initiated more tacts with contingent social attention than with contingent tokens. Implications are that tacts and conversational units are maintained more by social reinforcers than nonsocial generalized conditioned reinforcers (i.e., tokens). Social control of tacts may be essential to social verbal behavior.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45099393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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