Joint Control
Study
 Task
– Delayed matching to sample
– Kids see a sample symbol and learn to
make a hand sign to it (tact)
– Kids learn to make the sign during the
interval
– Then, when presented with comparison
stimuli, they make the sign to the correct
stimulus for two reasons
 Because
of self duplic mimetics
 Because of tacting of the correct stimulus
– Then they point to the correct stimulus
Study

Task
– Learning to tact a
sample
Study

Task
– Learn to make the sign during the interval
– Prompts used to keep the sign going
while waiting for the comparisons
Study

Task
– Make handsign to comparison stimulus
– This is already in the repertoire – then
pick the correct comparison
Study

Behavioral interpretation
Study

Behavioral interpretation
– The selection response is autoclitic (tact) in
nature, as the participant is reporting the stimuli
associated with the comparison stimulus is now
entering into a joint control relation with the
handsign
Summary

Behavioral interpretation
– Joint control is a stimulus event – stimuli that
occur when you are emitting a behavior for
more than one reason
– This is used to explain other behavioral
phenomena…
Application
Another example…
Card with 629-0165 on it & direction to find
this number in a list
 Rehearsal of number as you search

– Self echoics

Hit upon correct number
– Now you say the number for two reasons…
 Prior
echoic stimuli
 Current textual stimuli

Now you point to the number because of the
appearance of the 2nd source of control
Application
Another example … Understanding &
comprehension
 Professor
explains MSWO preference
assessment
– Student can echo the explanation but
reports that he does not “understand it.”
– This is a tact of a singular evocative
stimulus – the sound of the explanation
Application
Another example … Understanding &
comprehension
 Professor
explains MSWO preference
assessment
– Professor demonstrates the procedure
and there is now an additional source of
strength in the student’s explanation
 Previous
echoic stimuli
 Visual stimuli of the procedure
– Student responds to the appearance of
another source of control of the
description by saying “Oh, I get it.”