A reply to behavior analysts writing about rules and rule-governed behavior
- 3 Downloads
Verbal stimuli called “rules” or “instructions” continue to be interpreted as discriminative stimuli despite recent arguments against this practice. Instead, it might more fruitful for behavior analysts to focus on “contingency-specifying stimuli” which are function-altering. Moreover, rather than having a special term, “rule,” for verbal stimuli whose only function is discriminative, perhaps behavior analysts should reserve the term, if at all, only for these function-altering contingency-specifying stimuli.
Unable to display preview. Download preview PDF.
- Baldwin, J. D., & Baldwin, J. I. (1981). Behavior principles in everyday life. Englewood Cliffs, N J: Prentice-Hall.Google Scholar
- Catania, A. C. (1984). Learning. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
- Epstein, R. (1982). Introduction. In R. Epstein (Ed.), Skinner for the classroom: Selected papers (pp. 1–7). Champaign, IL: Research Press.Google Scholar
- Michael, J. (1983). Evocative and repertoire-altering effects of an environmental event. The Analysis of Verbal Behavior, 2, 19–21.Google Scholar
- Palmer, D. C. (1990). A behavioral interpretation of memory. In P. N. Chase and L. J. Hayes (Eds.), Dialogues on verbal behavior (pp. 261–279). Reno, NV: Context Press.Google Scholar
- Skinner, B. F. (1966). An operant analysis of problem solving. In B. Kleinmuntz (Ed.), Problem solving: Research, method, and theory (pp. 225–257). New York: Wiley.Google Scholar
- Skinner, B. F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century Crofts.Google Scholar
- Vaughan, M. E. (1987). Rule-governed behavior and higher mental processes. In S. Modgil & C. Modgil (Eds.), B. F. Skinner: Consensus and controversy (pp. 257–264). Barcombe, England: Falmer Press.Google Scholar