Saying and doing: A commentary on a contingency-space analysis

This article addresses the contingency-space analysis (Matthews, Shimoff, & Catania, 1987) of the verbal regulation of behavior. From an applied perspective, the conceptualization of the relationship between saying and doing Matthews et al. present may be more complex than is necessary. The central issue in correspondence investigations is a simple one: does correspondence between what people say and what they do occur? The focus of this paper is on the applied and clinical importance of the relationship between verbalizations and relevant behavior and the implications for future research.     

STRATEGIES TO INCREASE EXERCISE-REPORT CORRESPONDENCE BY BOYS WITH MODERATE MENTAL RETARDATION: COLLATERAL CHANGES IN INTENTION-EXERCISE CORRESPONDENCE

Correspondence between verbal and nonverbal behavior in an exercise room was taught to 4 13-year-old boys diagnosed with moderate mental retardation. Participants were asked prior to each exercise session which exercise machine(s) they intended to use. No contingencies on stating intentions (promising) were applied. Following the exercise session, participants were asked to say (report) which machine(s) they had used. Following the baseline condition, do-report correspondence training was introduced sequentially across participants. During do-report correspondence training, accurate reporting was reinforced. High rates of both do-report and promise-do correspondence were observed. Data were analyzed via a multiple baseline across subjects design and contingency-space analysis. Results are discussed with regard to observed changes in promise-do correspondence subsequent to observed changes in do-report correspondence.     

Procedural justice and status: status salience as antecedent of procedural fairness effects

The current article explores status as an antecedent of procedural fairness effects (the findings that perceived procedural fairness affects people's reactions, e.g., their relational judgments). On the basis of the literature, the authors proposed that salience of the general concept of status leads people to be more attentive to procedural fairness information and that, as a consequence, stronger procedural fairness effects should be found. In correspondence with this hypothesis, Experiment 1 showed stronger procedural fairness effects on people's relational treatment evaluations in a status salient condition compared with a control condition. Experiment 2 replicated this effect and, in further correspondence with the hypothesis, showed that status salience led to increased cognitive accessibility of fairness concerns. Implications for the psychology of procedural justice are discussed.     

The Ackermann approach for modal logic,correspondence theory and second-order reduction

The problem of eliminating second-order quantification over predicate symbols is in general undecidable. Since an application of second-order quantifier elimination is correspondence theory in modal logic, understanding when second-order quantifier elimination methods succeed is an important problem that sheds light on the kinds of axioms that are equivalent to first-order correspondence properties and can be used to obtain complete axiomatizations for modal logics. This paper introduces a substitution-rewrite approach based on Ackermann?s Lemma to second-order quantifier elimination in modal logic. Compared to related approaches, the approach includes a number of enhancements: The quantified symbols that need to be eliminated can be flexibly specified. The inference rules are restricted by orderings compatible with the elimination order, which provides more control and reduces non-determinism in derivations thereby increasing the efficiency and success rate. The approach is equipped with a powerful notion of redundancy, allowing for the flexible definition of practical simplification and optimization techniques. We present correctness, termination and canonicity results, and consider two applications: (i) computing first-order frame correspondence properties for modal axioms and rules, and (ii) rewriting second-order modal problems to equivalent simpler forms. The approach allows us to define and characterize two new classes of formulae, which are elementary and canonical, and subsume the class of Sahlqvist formulae and the class of monadic inductive formulae.     

Correspondence as conditional stimulus control: insights from experiments with pigeons.

Correspondence between saying and doing, typically studied in young children and individuals with developmental disabilities, was examined as an instance of conditional stimulus control. In Experiment 1, 3 pigeons were exposed to a two‐component repeated‐trials procedure. In the first—sample or say—component, two response keys transilluminated by different colored lights were presented and the pigeon pecked one of the keys. After 1 s of darkness in the chamber, the second—choice or do—component was presented, in which the two keys again were transilluminated, one by the color selected in the first component and the second by another color. Selecting the color that matched that selected in the say component resulted in access to food. Selecting the other color produced a blackout of the chamber. After an intertrial interval (ITI), the next say component was programmed, and the procedure was repeated. Correspondence remained at chance levels through several manipulations of ITI duration and sample response requirement. When a correction procedure was added such that only the originally selected sample stimulus was re‐presented until a correct choice response occurred, reliable correspondence developed in 2 pigeons. This correspondence was eliminated by making reinforcement independent of correspondence and subsequently was reestablished when reinforcement again depended on correspondence. In Experiment 2, 3 other pigeons rapidly acquired correspondence under the final procedure used in Experiment 1. Increasing the time interval between the say and do components diminished correspondence. The results of the two experiments suggest how correspondence may be considered an instance of conditional stimulus control and that it is possible to construct a homologue of human say‐do correspondence with pigeons.     

On the functional role of the verbalization in correspondence training procedures

We investigated the functional role of the child's and experimenter's verbalizations in correspondence training procedures with toy play behaviors in a day-care center setting. Six children participated in a multiple baseline across responses and/or multielement design. Baseline conditions were followed by reinforcement of verbalization. This resulted in little or no change in responding, similar to findings of previous research. Experiment I isolated the child's verbalization as the variable under study. With an experimenter's prompt and postplay reinforcement held constant, the effects of including versus omitting the child's verbalization were examined. A contingency-space analysis revealed that the presence or absence of the child's verbalization exerted no influence on play with the target toy. In Experiment II, a condition in which no experimenter's prompt occurred was added. Results suggested that the complete absence of any antecedent verbalization, by child or experimenter, resulted in much lower rates of play with the target toys. Again, however, when the experimenter's prompt was included, no clear difference was noted between conditions in which the child verbalized and conditions in which the child did not. These results raise doubts about the commonly held view of correspondence training procedures as a method of promoting self-regulation.     

Methods,minds, memory,and kinds

ABSTRACT

The acquisition of a skill, or knowledge-how, on the one hand, and the acquisition of a piece of propositional knowledge on the other, appear to be different sorts of epistemic achievements. Does this difference lie in the nature of the knowledge involved, marking a joint between knowledge-how and propositional knowledge? Intellectualists say no: All knowledge is propositional knowledge. Anti-intellectualists say yes: Knowledge-how and propositional knowledge are different in kind. What resources or methods may we legitimately and fruitfully employ to adjudicate this debate? What is (or are) the right way(s) to show the nature of the knowledge knowers know? Here too there is disagreement. I defend the legitimacy of the anti-intellectualist appeal to cognitive neuroscientific findings against a recent claim that anti-intellectualists conflate the scientific categories of procedural and declarative knowledge with the mental kinds of skill (knowledge-how) and propositional knowledge, respectively. I identify two kinds of arguments for this claim and argue that neither succeeds.     

论弗雷格的“真之收缩”思想

弗雷格运用逻辑分析的方法,提出了自己独特的"真"之思想,形成了关于"真"的完整理论。在他看来,"真"不具有实体属性,不存在与客体在存在方式或存在状况的符合与对应,"真"只用来表达断定句形式中的断定力。当"5是素数"这个句子带有断定力时,真也就被表达出来,它与"5是素数是真的"表达了同样的内容。另外,他将"真"作为初始概念,认为真是不可定义的。如果对"真"进行定义,将走入"定义的循环"。因为要知道什么是"真",就需要论证表象与现实的一致性,而二者的一致又依赖于"真"的定义。这种思路与做法必将导致循环定义,故弗雷格认为"真"是不可定义的。基于以上两点的分析,他再次对符合论提出批评。他认为,如果符合论对"真"的理解是正确的话,那么结论是"事实比真更为基本,应该在事实的基础上定义真",但这显然是错误的,因为我们总是通过真来确定事实,而不是通过事实来确定真。我们似乎可以在弗雷格思想中找到收缩论的雏型,因为他关于"真"的认识与收缩论在很大程度上是一致的。收缩论最重要的观点在于说"P是真的"和说"P"有相同的涵义,谓词"是真的"是多余的。"真"本身是可收缩的,不带有实体性质。于是,我们可把弗雷格作为表达真之收缩观点的第一位哲学家,虽然他并不是坚定的收缩论者。     

Correspondence analysis used complementary to loglinear analysis

Loglinear analysis and correspondence analysis provide us with two different methods for the decomposition of contingency tables. In this paper we will show that there are cases in which these two techniques can be used complementary to each other. More specifically, we will show that often correspondence analysis can be viewed as providing a decomposition of the difference between two matrices, each following a specific loglinear model. Therefore, in these cases the correspondence analysis solution can be interpreted in terms of the difference between these loglinear models. A generalization of correspondence analysis, recently proposed by Escofier, will also be discussed. With this decomposition, which includes classical correspondence analysis as a special case, it is possible to use correspondence analysis complementary to loglinear analysis in more instances than those described for classical correspondence analysis. In this context correspondence analysis is used for the decomposition of the residuals of specific restricted loglinear models.     

Procedural justice and intragroup status: Knowing where we stand in a group enhances reactions to procedures

The current research investigates the role of relative intragroup status as a moderator of people’s reactions to procedural justice. Based on a review of the procedural justice literature, the authors argue that information about intragroup status influences people’s reactions to variations in procedural justice. In correspondence with predictions, two experiments show that reactions of people who have been informed about their intragroup status position (either low, average, or high) are influenced more strongly by voice as opposed to no-voice procedures than people who are not informed about their intragroup status. It is concluded that knowing where we stand in a group enhances reactions to procedural justice.     

Saying and doing: A contingency-space analysis

Correspondences between verbal responding (saying) and nonverbal responding (doing) may be organized in terms of the classes of verbal/nonverbal relations into which particular instances of verbal/nonverbal response sequences can enter. Contingency spaces, which display relations among events in terms of the probability of one event given or not given another, have been useful in analyses of nonverbal behavior. We derive a taxonomy of verbal/nonverbal behavior relations from a contingency space that takes into account two conditional probabilities: the probability of a nonverbal response given a verbal response and that probability given the absence of the verbal response. For example, positive correspondence may be said to exist as a response class when the probability of doing is high given saying but is otherwise low. Criteria for other generalized classes, including negative correspondence, follow from this analysis.     

The application of a domains‐based analysis to family processes: implications for assessment and therapy

Social domains are classes of interpersonal processes each with distinct procedural rules underpinning mutual understanding, emotion regulation and action. We describe the features of three domains of family life – safety, attachment and discipline/expectation – and contrast them with exploratory processes in terms of the emotions expressed, the role of certainty versus uncertainty, and the degree of hierarchy in an interaction. We argue that everything that people say and do in family life carries information about the type of interaction they are engaged in – that is, the domain. However, sometimes what they say or how they behave does not make the domain clear, or participants in the social interactions are not in the same domain (there is a domain mismatch). This may result in misunderstandings, irresolvable arguments or distress. We describe how it is possible to identify domains and judge whether they are clear and unclear, and matched and mismatched, in observed family interactions and in accounts of family processes. This then provides a focus for treatment and helps to define criteria for evaluating outcomes.     

Relationships between restrictive mother-child interactions and anxiety of the child

Abstract

The “two-process model” postulates that there are specific associations between patterns of parental child-rearing styles and the development of the child's anxiety and coping dispositions. Besides parameters of parental feedback to the child, this model considers support and restriction to be the central dimensions of child-rearing behavior. The present study aims at assessing behavioral indicators for restriction. For this purpose, the working and intervention behavior of 47 mothers and their ten- to 13-year-old children was observed and registered during a 15-minute period of common problem-solving (putting together a difficult puzzle-like cube). In order to register processes of problem-oriented cooperation between mother and child, transitional probabilities between defined state and event classes were analyzed. Based on the theoretical definition of the child-rearing style “restrictio”, hypotheses concerning the significance of variable transitional probabilities are formulated and tested regarding their correspondence with anxiety-related characteristics of the child.     

A classification and review of cooperation procedures

The definition of cooperation allows many procedural variations, as revealed by examination of the cooperation literature which includes procedures differing so greatly that it is surprising that all of them are considered under the same topic. This paper attempts to provide a framework for organizing that literature by (1) indicating some procedural dimensions along which cooperation procedures can be classified, (2) classifying and reviewing briefly the research at the extremes of these procedural dimensions, and (3) indicating the behavioral effects that are necessary to demonstrate control by the various cooperation procedures.     

Modeling how, when, and what is learned in a simple fault-finding task

We have developed a process model that learns in multiple ways while finding faults in a simple control panel device. The model predicts human participants' learning through its own learning. The model's performance was systematically compared to human learning data, including the time course and specific sequence of learned behaviors. These comparisons show that the model accounts very well for measures such as problem-solving strategy, the relative difficulty of faults, and average fault-finding time. More important, because the model learns and transfers its learning across problems, it also accounts for the faster problem-solving times due to learning when examined across participants, across faults, and across the series of 20 trials on an individual participant basis. The model shows how learning while problem solving can lead to more recognition-based performance, and helps explain how the shape of the learning curve can arise through learning and be modified by differential transfer. Overall, the quality of the correspondence appears to have arisen from procedural, declarative, and episodic learning all taking place within individual problem-solving episodes.     

Preconscious defence analysis, memory and structural change

Beginning with the ways in which the use of the couch lends 'depth to the surface' (Erikson, 1954), I explore the topography of the inter - and intra subjective psychoanalytic situation and process. I suggest that defences are not by definition unconscious but rather can be observed operating at conscious and preconscious levels, particularly under these conditions. A focus on preconscious disavowal provides a window on what has become unconscious repression. As a result of eliciting and then verbalising the operation of such defences with regard to anxieties in the here-and-now transference, declarative memories of increasingly specific childhood fantasies and events begin to hold sway over unmanageable procedural remnants from the analysand's past. With this may even come the possibility of neuronal regeneration, the more generalisable enhancement of declarative and symbolic functions and the sense of identity with which these are associated. Herein may lie one enduring therapeutic effect of the 'talking cure' - putting feelings into words - as one among a variety of psychotherapeutic modalities.     

CORRESPONDENCE TRAINING: AN EXAMPLE OF RULE-GOVERNED BEHAVIOR?

Two groups of six mentally retarded adults were exposed to either a “say/do” correspondence training program or a “do only” reinforcement procedure to evaluate the suggestion of Rogers-Warren and Baer (1976) that reinforcement of the nonverbal target behavior in the absence of the relevant verbal behavior may account for the behavior changes seen in correspondence training. The participants worked in an experimental setting on a variety of manipulatory responses leading to various auditory and visual consequences. Analysis of individual patterns of responding indicated no apparent differences between the groups during training; four individuals in each group appeared to develop generalized correspondence skills. We conclude that the outcome of correspondence training may not necessarily be verbal regulation of behavior as is assumed. Rather, we suggest that the notion of rule-governed behavior can best account for the type of behavior changes seen in correspondence studies.     

Freud–Ferenczi correspondence,revisited

Abstract

The article gives an overview of what Freud and Ferenczi had to say in their correspondence about their own relationship, and how they dealt with problems that arose between them. It includes a list of short selected quotes from the correspondence.     

Why pigeons say what they do: reinforcer magnitude and response requirement effects on say responding in say-do correspondence

The effects of reinforcer magnitude and response requirement on pigeons' say choices in an experimental homologue of human say-do correspondence were assessed in two experiments. The procedure was similar to a conditional discrimination procedure except the pigeons chose both a sample stimulus (the say component) and a comparison stimulus that corresponded to it (the do component). Correspondence was trained on red, green, and white key colors before the duration of food presentations following correspondence on each key color (Experiment 1) and the number of key pecks required as the say response on each key color (Experiment 2) were manipulated in an attempt to influence the initial say response. The frequency of say responses on each key color coincided with programmed changes in the duration of food presentations and the key-peck requirements assigned to each key color. Correspondence accuracy remained stable in all conditions, even those in which the say responding occurred primarily on two of the three key colors. Implications for human behavior are discussed.