The intraverbal is argued to be the most socially significant verbal operant and yet it is the least studied. Heal and Hanley (2011) suggest that different teaching strategies will lead to different rates of acquisition and child-preference with the tacting operant. This study continued this research into the realm of intraverbals, with focus on whether the embedded teaching strategy could be punishing on play or engaging in learning opportunities. The teaching strategies of discovery teaching, embedded prompting, and direct teaching were compared to see which strategy correlated with higher rates of acquisition and higher child preference. The study utilized a multi-element design by rapidly alternating teaching strategies while evaluating rate of acquisition and number of learning opportunities within the teaching strategies. Child preference was also demonstrated through card selection of associated teaching strategies in a concurrent chains agreement design. The teaching strategies differed in the amount of teacher directedness and taught intraverbal "Wh" questions. It was found through this study that embedded prompting did not punish play or the engagement in learning opportunities. The three participants preferred the three strategies differently and all participants were responding correctly the highest percentage of the time during the direct teaching contingencies by the end of the teaching sessions.

Stereotype threat is the cognitive pressure certain individuals feel when they believe their performance on a particular task might confirm a negative stereotype about their group. The purpose of this dissertation was to investigate the possible negative influence of stereotype threat on mixed-sex dyadic encounters by objectively and subjectively measuring their verbal accommodation behaviors. Sex-stereotypes were manipulated (men have greater logical intelligence than women; women have greater social intelligence than men) while participants engaged in multiple mixed-sex interactions. Four patterns emerged when analyzing the presence of both objective and subjective communication accommodation behaviors. First, women were more likely than men to objectively demonstrate accommodation behaviors such as hedges, questions, fillers, and back-channel responses. Second, most participants used less accommodation behaviors over time. Third, comparing the objective and subjective expressions of accommodation behaviors revealed no relationship--in other words, people may report one thing, but third-party accounts point toward different results. Finally, the way people judge a stranger's overall character is highly correlated to their perception of his/her verbal accommodation behaviors. This dissertation concludes with future recommendations for interpersonal communication scholars interested in stereotype threat research. / text

This study examined whether hiring recommendations based on thin slices of a structured interview were associated with recommendations based on the interview in its entirety. After viewing 12 seconds of silent interviewee behavior, participants made hiring recommendations that were significantly correlated with those produced by individuals viewing a still-frame of the interview and the entire interview. In an effort to determine what sources of information participants were using to arrive at their recommendations, nonverbal behaviors were examined in detail. Applicants who appeared attentive, not anxious, competent, confident, dominant, optimistic, and professional were more likely to receive positive hiring recommendations than others. Additional analyses reveal that these nonverbal behaviors impact hiring recommendations in both the still-frame and thin-slice video conditions after controlling for applicant physical attractiveness. Overall, results indicate that despite the availability of verbal content, interviewers may be heavily influenced by their first 12-second impression of a job applicant.

Establishing effective language intervention for those who struggle to acquire it early on has received significant attention from researchers within the field of behavior analysis. The procedures of the present study were adapted from Spurgin' thesis research from 2021, in which a stimulus specific consequence was used during teaching after participants made correct responses. In this case, the stimulus specific consequence was a label for a picture that participants were required to point to during teaching trials. When participants pointed to the correct card, the researcher would label the card and deliver a small wooden block which the participants were told they were working for. In the hear-say procedures, participants were taught one set of cards and instructed to echo the researchers' labels. In the see-say participants were taught a second set of cards and instructed to "beat' the researcher to saying the word. After all cards were taught, were tested with a non-vocal receptive identification test. Immediately following this, participants were tested with a vocal expressive identification test. An extended teaching was included to determine the effects of additional practice within each condition. Results indicated that the participants were able to require some receptive and expressive language but targets often did not correspond. In many instances, receptive mastery did not necessarily lead to expressive mastery or vice versa. Results also indicated that additional practice improved receptive scores but had little impact on expressive scores. Implication for teaching learners with autism as well as typical adults is discussed.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.

Licentiatavhandling (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 2 uppsatser.

Thesis (Ph.D.)--University of Waikato, 2008. / Title from PDF cover (viewed October 3, 2008) Includes bibliographical references (p. 164-176)

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept.9, 2009). Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 114-118).