Conditioning and post-hospital generalization of nondelusional responses in a chronic psychotic patient

An operant conditioning approach was successful in getting a chronic psychotic patient to give factual answers to direct questions that had previously elicited only delusional responses. Multiple baseline and reversal controls established that the changes were due to the experimental procedure. The subject was a female patient classified as paranoid schizophrenic who had persisted in giving bizarre responses to direct questions regarding her identity, age, and personal history during 26 yr of hospitalization. She was discharged after factual answers to these questions had been obtained, but operant conditioning trials were continued in the community to promote generalization. Two follow-up interviews were conducted 36 and 52 days after discharge to evaluate generalization. No generalization was found in the first interview, but the second gave evidence of some generalization.     

From acting out to verbalization

This paper examines acting out phenomena through different theoretical perspectives from the past to the present. Using case examples of child and adult patients, the author demonstrates how acting out can be viewed as an opportunity to observe what was pre-verbal and repressed in a patient's life history. Symbolism is seen as the bridge between action and language as well as between patient and therapist.     

Concept identification with concurrent and delayed verbalization

Concept labelling and use of complex solutions is facilitated by instructions to verbalize concurrently with initial stimulus presentation. Older subjects who delay verbalization until after task completion are less effective in using relevant stimulus dimensions for solution and more closely approximate the performance of younger concurrent verbalizers.     

The influence of verbalization on problem-solving

The performance of subjects who were required to state reasons for moves while solving the Tower-of-Hanoi problem was compared to the performance of subjects who were not required to do so. In accordance with previous research it was found that stating reasons facilitated performance in reducing superfluous moves (errors). In addition it was found that the effect was due to a significant decrease in errors for moves close to important subgoals in a goal hierarchy of moves. The effect was explained in terms of the replacement of an automated process with controlled calculations for moves close to subgoals.     

Visual imagery and verbalization with simple tachistoscopic displays

Two experiments, designed to compare the perception and retention of tachisto-scopic displays of four block capital letters and four simple “nonsense” figures are described. The results show that the letters were much better remembered and suggest that this was mainly due to the ease with which they were verbalized. The nonsense figures usually gave rise either to rapidly fading “iconic” images, or to an unstable kind of mixed imagery which was difficult to describe or remember, but in which inadequate verbalization was often a source of error. Subsidiary experiments illustrate the importance, not only of verbalization, but also of symmetry and simplicity in remembering visual display.     

Evaluative verbalization and delay maintenance behavior in children

An experiment is presented which examined the influence of verbalizations on children's tendencies to postpone immediate gratification in terms of increased delayed reward. Children's verbalizations were varied in terms of their evaluative valence and whether they focused upon the reward itself or the delay task. During a delay task children in experimental groups periodically verbalized evaluative statements that were either positive (I like …) or negative (I don't like …) and which focused upon either the reward itself (… the tokens) or the delay behavior (… to wait). Children who focused on reward, under conditions of either positive or negative evaluation, postponed immediate gratification less than control subjects who made no verbalization. Children who evaluated delay behavior positively postponed immediate gratification longer than silent subjects, though children who negatively evaluated delay behavior did not differ from subjects who did not verbalize. The results are interpreted in terms of the influence of evaluative valence and focus as parameters of plans for delay behavior.     

Explanation and verbalization in a computer-assisted search task

Three experiments examine the effects of two different forms of explanation on assisted performance on a complex search task. The task involves determining which of a set of factories is responsible for polluting a river by testing the river for the presence or absence of various pollutants. All subjects receive computer suggestions as to which pollutants they should test for. In addition, some subjects receive an explanation of the principle according to which the advice program works. Two forms of explanation are compared. Experiment 1 shows that subjects who are allowed to ask “why” each computer recommendation is made perform significantly better than those who are provided with a block text of explanation at the start of each trial. Experiment 2 shows that the latter type of explanation is not completely ineffective, however. Subjects who are required to verbalize following the single explanation perform significantly better than do subjects who are required to verbalize but who have not received any form of explanation. Finally, Experiment 3 shows that subjects who receive the multiple “why” explanations or the explanation/verbalization combination maintain a superior performance level on subsequent unaided trials.     

Age and overt verbalization in delay-maintenance behavior in children

The influence of overt self-verbalization on the maintenance of self-imposed delay of gratification was investigated in a task in which the child's possession of accumulating candy rewards was made contingent upon the child stopping further accumulation. Preschool girls who verbalized about the goodness of waiting and preschool girls who uttered an irrelevant verbalization waited longer before terminating their delay than did preschool girls who verbalized about the delayed reward or were silent. Second- and third-grade girls who verbalized about the goodness of waiting or who were silent waited longer than girls of the same age who verbalized about the delayed reward.