behavior analysis

In the book Verbal Behavior, Skinner provided a comprehensive, behavioral account of language. While the impact of Skinner’s analysis on empirical research has been examined broadly, this review of the literature focused on studies relevant to organizational behavior management (OBM). Both empirical and nonempirical journal articles in OBM were analyzed, along with several influential books in the field. The results of this review indicate that the conceptual framework provided in Verbal Behavior has had virtually no impact on empirical research in OBM and very limited impact on conceptual work. Potential reasons for this lack of influence are discussed, and further research on verbal behavior in organizations is encouraged.

Although Skinner’s Verbal Behavior (1957) was published over 50 years ago, behavior-analytic research on human language and cognition has been slow to develop. In recent years, a new behavioral approach to language known as relational frame theory (RFT) has generated considerable attention, research, and debate. The controversy surrounding RFT can be difficult to fully appreciate, partly because of the complexity of the theory itself and partly because the debate has spanned several years and several journals. The current paper aims to provide a concise overview of RFT and a summary of key points of debate and controversy.

Although applied behavior analysis has generated many highly effective behavior-change procedures, the procedures have not always been effectively disseminated. One solution to this problem is the use of video technology, which has been facilitated by the ready availability of video production equipment and software and multiple distribution methods (e.g., DVD, online streaming). We review a recent DVD that was produced to disseminate the successful experimental functional analysis procedure. The review is followed by general recommendations for disseminating behavior-analytic procedures via video technology.

This study provides a preliminary analysis of how the techniques of fluency training can be combined with systematic concept instruction to improve the learning of complex verbal concepts. Fluency techniques, which require the learner to respond accurately at high rates, have typically focused on definition learning when teaching concepts. Instructional psychologists, however, recommend multiple exemplar training for conceptual instruction. To examine this issue, 41 undergraduate students completed a computer-based instructional module on logical fallacies. Participants were assigned to one of four groups, with the modules for each group differing only in the type of practice provided—either fluency or practice with either examples or definitions. Examination of posttest scores revealed significantly higher scores for participants in the examples groups than those in the definitions groups, but low experimental power prevented a clear conclusion to be drawn about differences between the fluency and practice groups. Implications of results and several methodological issues relevant to this area of research are discussed.

This chapter provides an overview of the Personalized System of Instruction (PSI), a flexible and mastery-based model of teaching developed by Fred Keller and others in the 1960s. The key features of the model are defined and redefined, and the empirical support for the approach is reviewed. It is argued that PSI remains a compelling and attractive model for course development.