Traditional theories on language development (Chomsky, Piaget, Vygotsky, Bruner) have defined it as an innate process not dependent on environmental factors, but controlled by internal cognitive mechanisms. As a result, they focused on the form of the language, that is, on words, phrases, syntax, grammar, etc.
In 1957, the American psychologist BF Skinner wrote the book Verbal Behavior, in which it presents language as a verbal behavior that can be explained by the same environmental variables that control any other behavior. In this Psychology-Online article we want to delve deeper into the topic to understand What is verbal behavior, the different types and some examples.
From the traditional approach we can say that the structure of language is represented by fundamental units of analysis. Essentially, emphasis is placed on topography, that is, the form of language, while words are classified as nouns, verbs, adjectives and the fundamental distinction is between receptive and expressive language.
In 1957, he wrote a book titled Verbal behavior that changed both the conceptualization of language and verbal behavior and the teaching of verbal behavior. Within the text he states that language can be considered an operant behavior and, as such, can be reinforced through the mediation of another person.
In this sense, it is a behavior of high value and high social significance, since in order to be reinforced requires the mediation of other people. In contrast to traditional theories, Skinner argues that language is not an innate or developmentally related cognitive process, but rather a behavior that is explained through environmental variables.
In short, verbal behavior is a socially significant behavior because it is born and develops through interactions between subjects and can be manipulated, developed and taught by the environment and by variables such as antecedents and consequences.
Skinner was so revolutionary that he coined new technical terms. In fact, he claimed that the term “speaking” was too restrictive and the term “language” was too general, so he chose the term “verbal behavior” to include any form of communication, oral and non-oral, sign language, images , written language, making gestures, written symbols, etc.
Language is considered a behavior influenced by different variables. Next, we will show you what elements influence verbal behavior:
- The precedent: describes the situation before the behavior and includes stimulus control and motivation (MO).
- The behavior (true): represents the way in which the person performs the behavior with respect to the preceding one.
- The consequences: Ultimately, the consequence is the actions that follow that behavior.
Consequently, behavior can be varied through reinforcement (increasing behavior), extinction (decreasing behavior), or punishment (weakening behavior).
Verbal behavior can be studied based on the environmental stimuli that precede and follow it. The word is no longer defined on the basis of its form, but by its function, i.e. based on the variables that control its emission. In this sense, below, we will show you the various functional categories into which the language is divided.
MAND
One of the types of verbal behavior that represents those demand behaviors that are under the control of the motivational operation (MO). Therefore, they are types of interactions to obtain the desired reinforcersfor example, saying “cookie” to get the cookie).
In the antecedent is the MO, the behavior specifies the reinforcer and the consequence is represented by the reinforcer specified by the motivational operation. In short, following the previous example, if I have motivation for the cookie, I say “cookie” and I get the cookie.
TACT
This type of verbal expression represents the name, label, identification of objects, actions, events, characteristics, etc. For example, saying “cookie” because you see a cookie. In the area of antecedents we find non-verbal nature
In this case, the behavior is the specification of the viewed object. There is no purpose to obtaining the stimulus, therefore, the reinforcer is nonspecific and can be associated with social reinforcement.
ECHOIC
This case refers to vocal imitation, that is, repeat exactly what you have heard said. For example, saying “cookie” after someone has said “cookie.” In this case, in the preceding we have a discriminative stimulus of a verbal nature, in the behavior we have the point-to-point repetition of the discriminative stimulus (SD) of a verbal nature and in the consequences we have a non-specific reinforcer plus social reinforcement.
To recap, if the teacher says “cookie,” the child repeats “cookie” because a nonspecific reinforcer plus social reinforcement is delivered.
INTRAVERBAL
This type of verbal behavior is about answering questions, fill-in, in conversations in which words are under the control of other words spoken by someone else. Following the example, if the child says “cookie” when someone asks if it is something that is eaten.
In the background there is a discriminative stimulus of a verbal nature, but, in this case, we do not have point-to-point correspondence. The behavior is verbal in nature and is related to DS, but has no point-to-point correspondence.
The consequence is a social reinforcement and a nonspecific reinforcer. In short, if the teacher says: “Can you tell me something that is eaten?” The child will respond “cookie.”
LISTENER
He listener or behavior of the listener is the execution of instructions or motor actions in response to a request made by another person. For example, if you say “touch a cookie after the request.
On this occasion, in the antecedent there is a discriminatory stimulus of a verbal nature. The behavior is non-verbal, for example, taking, touching or giving, and in the consequences we find non-specific reinforcement plus social reinforcement. In this articles you will find more information about them.
In conclusion, if the teacher says “touch the cookie”, the child will touch the cookie and receive a reinforcer as a reward.
TEXTUAL
Textual behavior is reading without comprehension. Understanding what is read involves the involvement of other verbal and non-verbal agents such as intraverbal and receptive language. For example, saying “cookie” seeing the written word “cookie” is textual behavior.
Understanding that a cookie is something you eat is not a textual behavior. Understanding, in this case, is commonly identified as reading comprehension. Skinner chose the term textual because the term reading refers to many processes taking place at the same time.
TRANSCRIPTION
Another verbal behavior identified is transcription or dictation, which consists of write a word that has been heard. Skinner refers to this behavior as “dictation” because the behavior involves not only the writing of the letters that make up the word, but also the correct recognition of the individual letters that make up the word.