Function-Altering Effects of Verbal and Nonverbal Stimuli
In this course, Dr. Eb Blakely and Dr. Hank Schlinger describe function-altering operations and detail how function-altering interpretations can be used to explain the effects of respondent and operant conditioning. Other examples of function-altering operations including observational learning and imprinting are then described. The presentation concludes with a discussion on the implications of taking a function-altering approach to explaining behavior in applied and conceptual contexts.
What you’ll learn in the course and be able to do afterward
- Explain Skinner’s and other’s early interpretation of the function of rules.
- Explain why these early interpretations were problematic, according to Blakely and Schlinger.
- Define function-altering effect.
- List 5 function altering operations.
- Provide examples of the function-altering effects of respondent and operant contingencies.
- Describe the function-altering effect of observational learning.
- Describe Blakely and Schlinger’s concerns with using the terms “rule” or “contingency-specifying stimuli.”
- Provide one example of when rules do not specify all aspects of a contingency.
- In addition to strengthening and weakening behavior, state what additional effects contingencies of reinforcement and punishment have according to a function-altering interpretation.
- Provide examples of how function-altering operations can be used in applied settings.
- Describe clinical/parent training applications of function-altering verbal stimuli.
- Describe the role of function-altering verbal stimuli in the placebo effect.
- State what we ought to do with the terms “rules” and “rule-governed behavior,” according to Schlinger.
- State how we ought to treat verbal and nonverbal stimuli from a function-altering interpretation.
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