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Unit 12- Elementary Verbal Relations
1. Definition of Verbal Behavior. Skinner first defines verbal behavior as the behavior of an
individual that has been reinforced through the mediation of another person's behavior. Its
reinforcement has thus been indirect, whereas nonverbal behavior has been reinforced through
the direct manipulation of the environment. [Past tense: Note that in this and all other definitions
of types of relations between environment and behavior, the past tense is the correct way to
describe the relation. It is the historical relation relevant to the development and maintenance of
the behavior that determines the definition. Verbal behavior is behavior that has been reinforced
through the mediation of someone else's behavior. Suppose on the next occurrence of the
behavior it is not reinforced at all. Was it vb when it occurred? Yes, if up to that point its history
fit the definition. We have a tendency to provide definitions and descriptions using the present or
the future tense--"vb is behavior which is reinforced through the mediation of someone else's
behavior" or "vb is behavior that will receive indirect reinforcement", but the past tense is always
the correct one.] Exceptions: It is easy to find examples of behavior that seem like they ought to
be classified as verbal but would not fit the definition; and to find examples that fit the definition
but seem like they should not be considered verbal. Discussing such examples is useful way to
explore the usefulness or consistency of Skinner's definition, to become familiar with his purpose
in making the definition, and with the use he makes of it. Memorize the underlined definition
above, and be able to give examples of verbal and nonverbal behavior, identifying the rfmt for
each that qualifies it as verbal or nonvb (325,3)
2. Verbal and Vocal Behavior: A Possible Confusion. For Skinner, vb is any behavior reinforced
through another person's behavior; so gesturing, writing, signing are all vb for Skinner (so long
as they were developed through a history of indirect rfmt). However, in some contexts verbal is a
synonym for "vocal" (making sounds with the vocal musculature or speaking). Writing, informal
gesturing, using sign language (Amer. Sign Language) would then be considered nonvb, but for
Skinner these would all be vb because of their history of indirect rfmt. Verbal is sometimes
contrasted with quantitative; and sometimes it refers to the use of words, however displayed, and
then it is contrasted with nonverbal communication, such as by gesturing, body posture, facial
expression, etc. For Skinner the only requirement for behavior to be verbal is that it was
developed through a history of indirect rfmt, that is, rfmt mediated through someone else's
behavior. Try in the context of this course to use verbal only in Skinner's sense, otherwise there
will be much confusion on your own part and myself as we try to react appropriately to what
you say or write. Figure 1 below shows the two-way classification and provides a number of
examples.
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Figure 1. Verbal and Vocal Behavior
verbal
vocal
nonvocal
making sounds with the vocal apparatus
(as a way of affecting the behavior of
someone else) speaking (to affect a
listener)
writing (to affect someone's behavior),
gesturing (holding hand up to get someone
to stop moving toward you, pointing to get
someone to look at something), using
American Sign Language (to affect the
behavior of another person)
coughing (because of a discomfort in
nonverbal the throat), yawning (because of being
sleepy), making various sounds not
related to anyone else having been
affected by such sounds
walking (in order to get somewhere),
looking around (as an attempt to find
something), putting a key in a lock (to
unlock the door), opening a door (in order
to walk into a room)
Another source of confusion: It is very important not to confuse stimuli and responses. When you
find yourself using the terms response, respond, and responding you should be thinking of
muscular or glandular activity. More specific terms or phrases should also have this implication.
Thus walking, lever pressing, talking, vocalizing, writing, signing, and so on are all forms of
responding, and in these cases (as with most operant relations) are forms of striped muscle
action. When you find yourself using the terms stimulus, stimuli, stimulate, stimulation, and
related terms you should be thinking of energy changes that affect an organism through its
receptors, and you should be thinking of the particular sense mode involved. Stimuli should be
thought of as visual, auditory, tactile, pain, warmth, cold, kinesthesis, vestibular sense, deep
touch, deep pain, deep warmth or cold. All responses also have response products which are
stimuli, but be sure to be clear whether you are referring to a response or a stimulus that happens
to be a response product (not all stimuli, of course, are response products). Note that vocal is a
response word. Do not refer to a vocal stimulus. The relevant stimulus is auditory. Using vocal as
both a type of response (activity of the vocal musculature) and a type of stimulus (the auditory
result of vocal behavior) is quite common, but leads to considerable confusion. In the context of
this class (and in the context of any behavioral approach to language) vocal should always be a
response word. The auditory stimulus that results from vocal behavior can be referred to as a
vocal response product, which is longer than vocal stimulus but much less subject to
misunderstanding. Similarly, responses that are evoked by various kinds of stimuli should not be
called visual responses, auditory responses, etc. Confine terms like visual, auditory, etc. to
stimuli. (Note also that stimulus is the singular form; stimuli is plural. Please do not, in this
course, use stimuli as a singular form. To refer to a visual stimuli is grammatically quite
incorrect. Contrast verbal and vocal behavior, and classify examples of each combination of the
terms (each cell of the table in Figure 1). Also master the appropriate use of the response and
stimulus words described in the paragraph above, and recognize inappropriate uses as such.
3. What Kind of Work is Verbal Behavior ? Verbal Behavior is described as "an exercise in
interpretation", an "orderly arrangement of well-known facts, in accordance with a formulation of
behavior derived from an experimental analysis of a more rigorous sort" (the analysis presented in
Skinner's Behavior of Organisms, 1938). In other words, in VB Skinner attempts to organize and
interpret well-known aspects of speaking and listening in terms of the respondent and operant
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functional relations relevant to his analysis of the behavior of rats and pigeons. Be able to give the
underlined statement or your own version of the same notion in answer to the question "What kind
of work is Verbal Behavior?
Elementary Verbal Relations
In Verbal Behavior (1957) Skinner identified and named six types of functional relations between
controlling variables and verbal responses: mand, tact, intraverbal, textual, echoic, and audience
relations. In the section on transcription he almost named two more, which can be usefully referred
to as copying a text and taking dictation. (Skinner’s elementary verbal relations were all described in
terms of topography-based (lecture) vb. Similar relations can be described for stimulus-selectionbased (lecture) vb, but the descriptions have to be altered so as to eliminate topography as a major
component of the relation. Skinner's analysis has greatly facilitated our ability to talk effectively
about vb, and the elementary behavioral units are an essential aspect of this analysis.
Jack Michael has proposed a new taxonomy that does not identify new or previously overlooked
relations, but rather provides names for implied categories, and thus a place for several forms of vb
that were not previously classifiable. The suggested change also makes the basic categories more
nearly collectively exhaustive. The new terms are codic and duplic, which like echoic, textual and
intraverbal, function as adjectives preceding behavior or relation, and are convenient for
instructional purposes.
4. Mand
a. MO Control of Response Form. A type of vb with the response form or topography
controlled by a current unlearned or learned establishing operation (EO) or in more recent
terms a motivative operation (MO).(What are EOs or MOs? What do they do? ) This
definition identifies the momentary evocative (What are evocative and what are functionaltering relations?) control by the EO or MO. Give a definition in terms of the variable that
controls (in the evocative sense) the response form (for clarifications read 327-328).
b. Common-Sense Definition. In common-sense terms, a mand is a type of vb with the response
form determined by what the speaker wants from the listener. Those who wish to use
Skinner's classification but not his technical terms refer to the mand relation as requesting or
demanding. Give the common-sense definition of the mand.
c. Kinds of Topographies. The response can consist of speaking, writing, signing (as with the
sign language of the deaf), finger spelling sending Morse code (auditory or visual), semaphore
flags, and others. This point is important in contrasting the mand with some codic and duplic
verbal relations for which a particular topography is specified. (Mands can also be selectionbased and not involve differential topographies. For example a person using the Picture
Exchange System can request something by pointing at a picture of that object, event, etc.
Just read.
d. Mand Types and Things Manded. Skinner classified mands as requests, commands,
entreaties (on the basis of how the listener had been reinforced) and as mands for nonverbal
action versus mands for verbal action (called questions), plus some other associated types (p.
38-41). Another way of classifying mands is to say that one can mand objects, actions,
attention, and more complex events as when one asks for information, or says "Thank you"
because an increase in the listener's future favorable behavior has been effective as rfmt. Just
read.
e. Mand Reinforcement. The rfmt for a mand is specific to that mand. Thus the rfmt for a
request is receiving what is requested; the rfmt for a command is that the listener does what
was commanded, etc. This point is important in contrasting the mand with all of the other
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elementary verbal relations, which receive generalized rfmt , not specific to the particular tact,
intraverbal response, etc. What is the rfmt for the mand? Give examples. (332)
5. Tact
a. Definition. A type of vb with response form controlled primarily by an immediately prior
nonverbal discriminative stimulus or SD (an object, action, relation, property, etc.) (What is a
discriminative stimulus or SD?). Here a nonverbal stimulus is being contrasted with a verbal
stimulus (a stimulus resulting from someone's vb--a written word, a spoken word, seeing a
finger spelled word, seeing a signed verbal stimulus, etc. ) Give this definition.
b. Reinforcement. As with all of the elementary verbal relations except the mand, the evocative
effect of an EO or MO on the form of the tact is minimized by the fact that the rfmt for the
tact is usually generalized conditioned rfmt What is the rfmt for the tact?
c. Sense Mode of Stimulus. Tacts can be controlled by SDs of any sense mode. This is important
in contrasting the tact relation with some codic and duplic relations where the sense mode of
the controlling SD is specified. Just read.
d. Kinds of Topographies: Speaking, writing, signing, finger spelling, sending Morse code,
etc. (Tacts can also be selection based and not involve differential topographies. For example
a person using a communication board can tact by pointing at the symbol for the relevant
object, event, etc. ) Just read.
e. Common-Sense Terms. There are some common-sense terms that may seem appropriate for
the tact relation, such as naming and describing, and many who wish to use Skinner's
classification system but not his technical terms do refer to the tact as naming (and the mand
as requesting) but as Skinner makes quite clear, there are good reasons for avoiding such a
substitute. What are these reasons? They are complex and will not be considered at this time
in this course. I will probably provide a little lecture material on this point. What is the
common-sense term for the tact relation? For the mand relation? (What is Skinner's view of
such common-sense substitutes for his technical vb terms?)
6. Intraverbal Behavior (Note that the term is intraverbal, not interverbal.)
a. Definition. A type of verbal behavior with the response form controlled by (1) a verbal
stimulus (the product of someone's verbal behavior—but the same behavior may have verbal
and nonverbal products--lecture point) with which (2) the response does NOT have point-topoint correspondence. Give the definition of the intraverbal relation (335)
b. Point-To-Point Correspondence. This is Skinner's term for a relation between stimulus and
response that is in effect when subdivisions or parts of the stimulus control subdivisions or
parts of the response. (Note: There is no sense in which stimuli and responses actually
resemble each other in the physical sense of resemble. lecture point) Give this definition of
point-to-point correspondence.
c. Intraverbal Examples. An example of intraverbal behavior is a tendency to say swamp as a
result of hearing someone say alligator.(The "sw" part of the response is not any more related
to or caused by the "al" part of the stimulus than to the "ig" part of the stimulus, etc.) Give
several original examples of the intraverbal relation (335)
d. Kinds of Topographies and Controlling Stimuli. The response can be speaking, writing,
signing, etc. and the verbal stimulus can be the result of someone's vocal, writing, signing, etc.
behavior. Many other topographies are possible, as well as selection-based relations where
topography is not relevant. However, note carefully that for American Sign Language, also
called Ameslan, or just Sign (which is not equivalent to finger spelling) vocal or written
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responses to signs, or signing responses to vocal or written words are intraverbal behavior.
There is generally no point-to-point correspondence between signs and words. The sign for
cat, for example, consists of stroking imaginary facial whiskers. This clearly has no point-topoint correspondence with either the spoken or the written cat . (The situation is somewhat
complicated by initialized signs that incorporate some aspect of finger spelling.
lecture point) The finger spelled cat, of course, has point-to-point correspondence with both
spoken and written cat, but not with the sign for cat. Within signing, there are intraverbal
relations, as when a signer has a tendency to make the sign for the color blue, when seeing
some someone else make the signs in sequence for red and white.: What kinds of
topographies, etc.? Also recognize the non point-to-point issue with words and sign language
responses.
7. Codic Behavior ("Codic" is meant to suggest the kind of relation seen in a formal code, where
one stimulus is said to stand for another stimulus that it does not resemble in any physical way
(as in Morse code where a sequence of dots and dashes stands for a letter of the alphabet but
does not look like or sound like that letter—also theoretically similar to non-identity matching to
sample lecture point).
a. Definition. A type of verbal behavior with the response form controlled by (1) a verbal
stimulus, with which it (2) has point-to-point correspondence, but (3) there is NO formal
similarity between stimulus and response product1. Give this definition.
b. Formal Similarity. This is Skinner's term for the case where the controlling stimulus and the
response product are (1) in the same sense mode (both are visual, or both are auditory, or both
are tactile, etc.) and (2) resemble each other in the physical sense of resemblance (look alike,
sound alike, feel alike, etc.) If stimulus and response product are not in the same sense mode
there is clearly no formal similarity; but even when they are in the same sense mode the
stimulus and response product may not resemble each other, as with auditory Morse code
stimuli and saying or writing the words being sent in code: Give this definition of formal
similarity.
c. Kinds of Topographies and Controlling Stimuli. In a general sense, codic behavior can be
speaking, writing, signing, and other forms, and the controlling verbal stimuli can be visual,
auditory, tactile, etc. However for each of the subcategories below the kind of topography as
well as the sense mode of the controlling verbal stimulus is strictly specified (e.g. textual
behavior must be a vocal R and a visual S). Just read.
d. Textual Behavior. This is a subcategory of codic behavior. In the textual relation the stimulus
is visual (written or printed words) and the response consists of speaking. In common-sense
terms textual behavior is reading out loud, without the implication that the reader necessarily
understands—can react in any other way to what is being read.Give this definition of textual
behavior, and give some original examples.
e. Taking Dictation. This is a subcategory of codic behavior. In taking dictation, the stimulus is
auditory (the response product of someone's vocal behavior) and the response consists of
writing what is heard. Note that the term comes from what a stenographer does, but in the
1Response product refers to the stimuli that are produced by a response. Thus vocal responses have an auditory
response product (also a visual response product consisting of the visual stimuli produced by vocalizing--lip and
mouth movements); signing has a visual response product--the visual stimuli resulting from hand and arm movements
as well as larger body movements and positions, facial expressions, etc. Finger spelling has a visual response product.
The tactile response product that results when one feels or touches Braille stimuli is the stimulus that is most important
in Braille reading by the visually impaired.
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present usage there is no implication that a large sample of behavior is being recorded. Give
this definition of taking dictation, and give some original examples.
f. Other Kinds of Codic Behavior. There is at present no commonly used form of codic
behavior involving signs. The relations between finger spelling responses or visual response
products and vocal responses or auditory response products are clearly codic. The relation
between finger spelling and written behavior or stimuli is sometimes codic and sometimes
duplic because some of the finger spelling hand shapes look like the corresponding written
letters. Braille reading (out loud) is codic behavior as is writing in Braille what one hears
spoken. Recognize a relation as codic if I describe examples such as the ones immediately
above. Describe and give examples of the form of codic sign behavior developed by Stokoe.
Be able to describe at least two forms of codic behavior other than textual and taking
dictation.
8. Duplic Behavior ("Duplic" is meant to suggest duplicating something exactly as it is--of course
within normal limits, not as with a photocopy machine.)
a. Definition. This is a type of verbal behavior with the response form controlled by (1) a verbal
stimulus, and (2) the response product has formal similarity with the controlling stimulus.
(Sometimes the necessity for point-to-point correspondence between stimulus and response is
cited as a third requirement, but formal similarity between stimulus and response product
almost always implies point-to-point correspondence between stimulus and response so this
third requirement need not be listed.) Give this definition of duplic behavior.
b. Kinds of Topographies and Controlling Stimuli. In a general sense, duplic behavior can be
speaking, writing, signing, and other forms, however for each of the subcategories below the
kind of topography as well as the sense mode of the controlling verbal stimulus is strictly
specified. Just read.
c. Echoic Behavior. This is a subcategory of duplic behavior. In the echoic relation the stimulus
is auditory and the response is speaking (echoing what one hears). Give this definition. Be
able to recognize and to provide examples.
d. Copying a Text. This is a subcategory of duplic behavior. In copying a text the stimulus is
visual and the response is writing (copying what one sees in written form). Give this
definition. Be able to recognize and to provide examples.
e. Other Kinds of Duplic Behavior. Imitating someone's signs is also duplic (called "mimetic
behavior"), as is finger spelling what one sees someone else finger spell, sending the same
Morse code stimulus that you see or hear, etc. These latter two have no special names.:
Recognize a relation as duplic if I describe examples such as the ones immediately above.
Recognize and correctly use the term mimetic behavior just as you use echoic and copying a
text.
With the five basic category names it now becomes possible to identify all of the common forms
of verbal behavior in terms of important defining properties, as well as to classify any new form
that develops. The two new categories (codic and duplic) also make it unnecessary to extend
existing categories to novel conditions because no technical term is available, as when one refers
to Braille reading as textual behavior. Braille reading is clearly a form of codic behavior, and
would be expected to share functional properties with other members of the same category, but
to call it, and all other forms of codic behavior involving a vocal response textual is potentially
confusing. A similar undesirable extension occurs when sign imitation is called echoic behavior,
which is avoided by calling it mimetic behavior or simply identifying it as one of the several
types of duplic behavior. (The suggested terminology is an instance of the general effort to
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eliminate ambiguity from technical and scientific language, an effort that is often initiated and
possibly most keenly appreciated by those who spend most of their time teaching others to use
that scientific language.)
9. Figures 2, & 3. The two figures on the next page show the verbal relations in terms of response
forms and controlling variables. Fig. 2 shows them defined in everyday terms, several of which
(want, same word, different word) are not appropriate for technical purposes, but can help in
one's first contact with this area. Fig. 3 provides the technically appropriate definitions. FTO:
Provide all the information in Figure 3—that is, be able to produce Figure 3 from memory.
Fig 2 Elementar y Ver bal Relations, Common Lan guage
Form 1 of response c ontrolled by
What speake r 2 wants
(motivative variable)
Mand
(reque sting,
demanding,
asking)
What spea ker
sees, hears, etc.
Verbal S (word,
number, symbol)
R is the same word a s the S
Nonverbal S ( object,
proper ty, ac tion; )
Tact (naming, labeling)
R is a different word from the S
Intraverbal (word se quence)
and r esponse-product 3 is
in same sense m ode as S
and response-product 3 is not
in same sense mode as S
Duplic
Echoic (say words you hear)
Copying a text (write words y ou see)
Mimetic (make sign you se e someone
e lse make)
Codic
Textual (say words you see)
Taking Dictation(write
words you hear)
1
Form is what the pe rson says, write s, signs, e tc.
Speaker is the producer of the vb: speaker, writer, signer, etc.
3
Respon se product is the stimulus produced by the response.
2
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Fig 3 Elementary Verbal Relations, Technical Language
Form 1 of response controlled by
EO
Mand
SD
Verbal SD ( response
Non verbal S D
product 2 of another's vb 3 )
Tact
point to point
correspondence 4
between R and SD
no point to point
correspondence 4
between R and SD
Intraverbal
formal similarity 5 between no formal similarity 5 between
response product 2 and SD response product 2 and SD
Duplic
Codic
Echoic
Copying a Text
Mimetic (sign)
Textual
Taking D ic tation
1
Form is what the person says, writes, sig ns, etc.
2
Response product is the stimulus produced by the response
3
Complex issue: some R-product s of another's vb are not verbal
4
Pt to pt corr espondence : parts of R controlled b y parts of S
5
D
Formal similarity : R-product and S are in same sense mode and
resemble each other (look alike , sound alike, etc. )
10. The development of meaning or symbolic behavior involves a procedure called stimulus
equivalence. Be able to describe the example of a child learning how to read (346,2)
11. Basic equivalence relations. Be able to define symmetry, reflexivity, and transitivity (346, 5,
347, 1-3)
12. What does symbolic matching involve? (347,4)
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Verbal Behavior Practice Exercise: Part 1
Classify each of the following examples using the following terms and abbreviations: mand (M), tact (TA), intraverbal
(IV), codic (CO), duplic (DU). Also add the following special terms when appropriate: echoic (E), textual (TE), copying
a text (CT), taking dictation (TD). If the example is not verbal behavior then write nonverbal (NV).
RESPONSE
CONTROLLING VARIABLE
A tendency to . . .
solely as a result of . . .
____________ 1.
sign "tree" .............................................. seeing a tree
____________ 2.
say "fish" ................................................ hearing "fish"2
____________ 3.
write "wet" ............................................. hearing "ocean"
____________ 4.
say "fast" ................................................ hearing a car go by rapidly
____________ 5.
say "out" ................................................. wanting to be outside
____________ 6.
open a window ....................................... wanting it to be cooler
____________ 7.
write "large" ........................................... hearing "large"
____________ 8.
say "help" ............................................... hearing "help"
____________ 9.
sign "cat" ................................................ hearing "cat"
___________ 10.
say "a" .................................................... seeing "a" (is there really point-for-point?)
___________ 11.
say "a" .................................................... hearing "a"
___________ 12.
write "a" ................................................. hearing "a" (is there really point-for-point?)
___________ 13.
write "a" ................................................. seeing "a"
___________ 14.
write "happy" ......................................... seeing L3 smile
___________ 15.
say "red" ................................................. seeing "red"
___________ 16.
write "around" ........................................ seeing "around"
___________ 17.
say "tact" ................................................ hearing "tact"
___________ 18.
say "over" ............................................... seeing "under"
___________ 19.
sign "red" ............................................... seeing L sign "apple"
___________ 20.
say "and" ................................................ seeing "and"
___________ 21.
sign "look" ............................................. seeing L sign "look"
___________ 22.
write "stop" ............................................ wanting L to stop
___________ 23.
sign "over" ............................................. seeing L jump over something
___________ 24.
run .......................................................... being in a hurry
___________ 25.
write "before" ......................................... hearing "before"
___________ 26.
sign "come here" .................................... wanting L to be closer
___________ 27.
write "dog" ............................................. seeing "dog"
___________ 28.
write "5" ................................................. seeing "2+2="
___________ 29.
say "because" ......................................... seeing "because"
2 Quotation marks in the controlling variable indicate a verbal stimulus.
3 I use the letter "L" as an abbreviation for "the listener"
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___________ 30.
say "tree" ................................................ seeing a bush
___________ 31.
finger spell "dog" ................................... hearing "dog"
___________ 32.
say "bacon" ............................................ smelling bacon cooking
___________ 33.
sign "time" ............................................. wanting to know the time
___________ 34.
write "happy" ......................................... hearing "happy"
___________ 35.
say "five"................................................ seeing "5"
___________ 36.
say "bug" ................................................ seeing "insect"
___________ 37.
say "impossible"..................................... hearing "impossible"
___________ 38.
write "car" .............................................. smelling gasoline
___________ 39.
get a drink of water ................................ wanting a drink of water
___________ 40.
write "George" ....................................... seeing George
___________ 41.
say "George" .......................................... seeing "George"
___________ 42.
say "fast" ................................................ hearing "fast"
___________ 43.
say "and" ................................................ seeing "and"
___________ 44.
say "Thank you" ..................................... L's doing something for you (verbal or
nonverbal S?)
___________ 45.
say "hope" .............................................. seeing "hope"
___________ 46.
say "Washington"................................... seeing "Washington"
___________ 47.
write "stop" ............................................ hearing "stop"
___________ 48.
say "dog" ................................................ touching Braille stimuli for "dog"
___________ 49.
say "Thanks" .......................................... wanting L to help you in future
___________ 50.
say "You're welcome" ............................ hearing L say "Thank you"
___________ 51.
say "left" ................................................ seeing something on your left
___________ 52.
sign "smoke" .......................................... smelling smoke
___________ 53.
say "over" ............................................... hearing "over"
___________ 54.
say "if" ................................................... seeing "if"
___________ 55.
close a window....................................... because L says "close the window" (You are
not trying to classify L’s behavior.)
___________ 56.
write "percent" ....................................... seeing "%"
___________ 57.
sign "warm" ........................................... it being warm in the room
___________ 58.
look at a clock4 ...................................... wanting to know the time
___________ 59.
write "nothing" ....................................... seeing "nothing"
___________ 60.
write "nothing" ...................................... hearing nothing
___________ 61.
sign "because" ........................................ seeing L finger spell "because"
___________ 62.
write "bad"5 ........................................... wanting to hurt her feelings
___________ 63.
say "work" .............................................. seeing 21 exams to be graded
4 Assume that you are alone in a room.
5 On a student's exam answer.
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___________ 64.
write "table" ........................................... hearing "table"
___________ 65.
write your name ..................................... L saying "write your name"
___________ 66.
say "reinforcement" ............................... seeing "reinforcement"
___________ 67.
say "stand up" ........................................ seeing "stand up"
___________ 68.
write "red" .............................................. seeing an apple
___________ 69.
say "I won't do it" ................................... hearing "I won't do it"
___________ 70.
say "cow"6 ............................................. hearing a horse neigh
___________ 71.
say "operant" .......................................... touching Braille stimuli. for "operant"
___________ 72.
write "operant" ....................................... touching Braille stimuli. for "operant"
___________ 73.
writing "HELP" in the snow .................. hoping a pilot in a plane will see it
___________ 74.
sign "chair" ............................................ seeing a table
___________ 75.
write "chair" ........................................... seeing L sign "chair"
___________ 76.
write "3" ................................................. seeing "3"
___________ 77.
write "into" ............................................. hearing "into"
___________ 78.
smile ....................................................... being happy
___________ 79.
say "please" ............................................ seeing "please"
___________ 80.
say "please" ............................................ wanting to get what is asked for7
___________ 81.
say "chair" .............................................. seeing L sign "table"
___________ 82.
say "George" .......................................... seeing George's wife
___________ 83.
say "describe" ........................................ hearing "describe"
___________ 84.
saying "you're welcome" ........................ wanting L to thank you the in future
___________ 85.
Braille write "because"........................... hearing "because"
___________ 86.
write "coffee" ......................................... wanting some
___________ 87.
saying "mesa" ........................................ hearing "table"
___________ 88.
pointing at the word "cup" ..................... seeing a cup
___________ 89.
pointing at a Bliss sign for "dog" ........... hearing a dog bark
___________ 90.
pointing at a Bliss sign for "mother" ...... hearing L say "father"
___________ 91.
pointing at a Bliss sign for "cup" ........... seeing L point at same sign.
END
6 Assume the speaker is a city person.
7 Assume that "please" precedes a more lengthy request.
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34. CO-TD
68. TA
1. TA
35. IV
69. DU-E
2. DU-E
36. IV
70. TA
3. IV
37. DU-E
71. CO
4. TA
38. TA
72. CO
5. M
39. NV
73. M
6. NV
V0. TA
74. TA
7. CO-TD
41. CO-TE
75. IV
8. DU-E
42. DU-E
76. DU-CT
9. IV
43. CO-TE
77. CO-TD
10. IV
44. TA
78. NV
11. DU-E
45. CO-TE
79. CO-TE
12. IV
46. CO-TE
80. M
13. DU-CT
47. CO-TD
81. IV
14. TA
48. CO
82. TA
15. CO-TE
49. M
83. DU-E
16. DU-CT
50. IV
84. M
17. DU-E
51. TA
85. CO
18. IV
52. TA
86. M
19. IV
53. DU-E
87. IV
20. CO-TE
54. CO-TE
88. TA
21. DU
55. NV
89. TA.
22. M
56. IV
90. IV
23. TA
57. TA
91. DU.
24. NV
58. NV
END
25. CO-TD
59. DU-CT
26. M
60. TA
27. DU-CT
61. IV
28. IV
62. M
29. CO-TE
63. TA
30. TA
64. CO-TD
31. CO
65. NV
32. TA
66. CO-TE
33. M
67. CO-TE
Part 1 Answers
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Verbal Behavior Practice Exercises: Part 2
Make up an answer sheet that looks like the exercises of Part 1, and provide examples
that fit each of the specifications below. I use the following abbreviations: L=the listener;
FS=finger spelling or finger spelled. I also refer to various kinds of stimuli (especially for
the tact relation) as follows: object (e.g. a tree), action (tree falling down), property (size
or color of the tree), relation (tree is behind the house).
1. TA of an object
2. M for attention
3. IV (vocal R, visual S)
4. CO (visual S, vocal R)
5. DU (auditory S, vocal R)
6. DU (visual S, written R)
7. CO (auditory S, written R)
8. NV (auditory S, manual R)
9. DU (R neither vocal nor written)
10. TA ( tactile S)
11. M for action
12. IV (R=FS)
13. TA (S=L's action)
14. TA (S=a relation; R=Braille writing)
15. TA (R=FS; S=a property)
16. DU (R=FS)
17. NV (visual S)
18. NV (vocal R)
19. IV (S is someone signing)
20. IV (S neither auditory nor visual)
21. M for an object
22. TA (signed R)
23. IV (visual S)
24. IV (auditory S)
25. IV (tactile S)
26. DU (Tactile S)
27. DU (visual S)
28. M (NOT for object, or attention)
29. DU (visual S, but not CT)
30. TA (taste S, R not vocal)
31. IV (sign R, auditory S)
32. IV (S = seeing L's FS)
33. IV (visual S, but not written words)
34. part M, part TA
35. part TA, part IV
36. part M, part IV
END
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Answers for Verbal Behavior Exercises: Part 2
A tendency to ...........................................solely as a result of . . .
1. sign, say, write, “tree" ...........................seeing, touching, hearing a tree
2. say "Excuse me" ....................................wanting L to look at you
3. say "three" .............................................seeing "One, two, "
4. say "three" .............................................seeing "three"
5. say "three" .............................................hearing "three"
6. write "three"...........................................seeing "three"
7. write "three"...........................................hearing "three"
8. close window .........................................hearing rain
9. sign "cat" ...............................................seeing L sign "cat"
10. say "smooth" .........................................touching a piece of glass
11. say "stand up" .......................................wanting8 L to stand up
12. FS "three" ..............................................seeing L FS "One, two, "
13. write "running"......................................seeing L running
14. Braille write "in front of" ......................feeling 1 of 2 objects on a table
15. FS "green" .............................................seeing a green car
16. FS "green" .............................................seeing L FS "green"
17. move aside ............................................seeing an object coming toward you
18. coughing ................................................having a sore throat
19. say "cat" ................................................seeing L sign "cat"
20. say "cat" ................................................Braille reading "dog"
21. sign "book"............................................wanting L to hand you a book
22. sign "book"............................................seeing a book
23. say "write" .............................................seeing "Read and " on chalkboard
24. sign "cat" ...............................................hearing "cat"
25. sign "cat" ...............................................Braille reading "cat"
26. Braille write "cat" .................................Braille reading "cat"
27. write "cat" .............................................seeing "cat"
28. say "thanks" ..........................................wanting L to continue being favorable
29. FS "cat" .................................................seeing L FS "cat"
30. write "sour" ...........................................tasting a lemon
31. sign "cat" ...............................................hearing "cat"
32. say "cat" ................................................seeing L FS "dog"
8 "Wanting" is short for there being in effect an establishing operation (EO) such that the event or action
named would function as an effective form of reinforcement EOs of this sort are learned (CEOs), and
cannot usually be described with single terms such as "deprivation" or "aversive stimulation" although
the behavioral effect is the same or very similar.
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33. sign "cat" ...............................................seeing L sign "dog"
34. say "cake" as a result of seeing one on a L's table, and also wanting L to offer some.
35. say "green" in response to "What color is that car" (and the car has to be green)
36. say "green" in response to "What color would you like it (something) to be?"