INSTRUCTED VERSUS SHAPED HUMAN VERBAL-BEHAVIOR - INTERACTIONS WITH NONVERBAL RESPONDING
INSTRUCTED VERSUS SHAPED HUMAN VERBAL-BEHAVIOR - INTERACTIONS WITH NONVERBAL RESPONDING
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DOI：
10.1901/jeab.1982.38-233
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发表时间：
1982-01-01
影响因子：
2.7
通讯作者：
SHIMOFF, E
中科院分区：
文献类型：
--
作者：
CATANIA, AC;MATTHEWS, BA;SHIMOFF, E
本科生偶尔会按下左右按钮，就可以用积分换取金钱。按钮上方的蓝灯与多个随机比率随机间隔分量相关；通常，随机比率时间表被分配给左边的按钮，随机间隔被分配给右边的按钮。在多个课程表的中断期间，学生们填写句子补全猜测表(例如，用左键获得分数的方法是...)。对于不同的组，猜测是用同样值钱的差分点来塑造的(例如，连续近似以快速按下左键)，或被指示(例如，为左键缓慢地按下写字)，或简单地收集。在个别情况下，通过颠倒形状或指示的猜测、通过指示挤压速度和/或通过扭转多时间表的意外情况来检验通过猜测来控制挤压速度。整形猜测即使在猜测比率与偶发事件的特征相反(例如，慢随机比率和快速随机间隔比率)时，也会产生猜测一致的压力，而在猜测塑造不成功或当猜测没有不同的结果时，猜测和挤压的速度很少对应。有指示的猜测和施压并不一致。当形成语言反应(由偶然性控制)时，它们控制非语言反应。当他们被指示(受规则支配)时，他们对非语言反应的控制是不一致的：语言行为有时被控制，有时被非语言行为控制，有时独立于非语言行为。
Undergraduate students'' presses on left and right buttons occasionally made available points exchangeable for money. Blue lights over the buttons were correlated with multiple random-ratio random-interval components; usually, the random-ratio schedule was assigned to the left button and the random-interval to the right. During interruptions on the multiple schedule, students filled out sentence-completion guess sheets (e.g., The way to earn points with the left button is to ...). For different groups, guesses were shaped with differential points also worth money (e.g., successive approximations to press fast for the left button), or were instructed (e.g., Write press slowly for the left button), or were simply collected. Control of rate of pressing by guesses was examined in individual cases by reversing shaped or instructed guesses, by instructing pressing rates and/or by reversing multiple-schedule contingencies. Shaped guesses produced guess-consistent pressing even when guessed rates opposed those characteristic of the contingencies (e.g., slow random-ratio and fast random-interval rates), while guesses and rates of pressing rarely corresponded after unsuccessful shaping of guesses or when guessing had no differential consequences. Instructed guesses and pressing were inconsistently related. When verbal responses were shaped (contingency-governed), they controlled nonverbal responding. When they were instructed (rule-governed), their control of nonverbal responding was inconsistent: the verbal behavior sometimes controlled, sometimes was controlled by, and sometimes was independent of the nonverbal behavior.