An Introduction to Verbal Behavior (Standard)

Introductory Concepts
Lesson 1: Introduction
1.1 How does this work?
1.2 Who is this for?
1.3 What will I learn?
1.4 Definition of Stimulus
1.5 Definition of Discriminative Stimulus
1.6 Definition of Reinforcement
1.7 Definition of Punishment
1.8 Definition of Controlling Variable
1.9 Review
Lesson 2: Mediated Reinforcement
2.1 Classification of Stimuli and Responses
2.2 What is Verbal Behavior?
2.3 Unique Features of Language
2.4 Form and Structure of Language
2.5 Verbal Behavior Is Behavior
2.6 Distinguishing Feature of Verbal Behavior
2.7 Listener Trained to Mediate Reinforcement
2.8 Defining Features of Mediated Reinforcement
2.9 Irrelevant Features of Mediated Reinforcement
2.10 Mediated Reinforcement Example #1
2.11 Mediated Reinforcement Non-Example #1
2.12 Mediated Reinforcement Non-Example #2
2.13 Mediated Reinforcement Example #2
2.14 Mediated Reinforcement Example #3
2.15 Knowledge Check
2.16 Review
Lesson 3: Verbal Behavior
3.1 Definition of Verbal Behavior
3.2 Irrelevant Features of Verbal Behavior
3.3 Verbal Behavior Example #1
3.4 Verbal Behavior Non-Example #1
3.5 Verbal Behavior Non-Example #2
3.6 Verbal Behavior Non-Example #3
3.7 More Verbal Behavior Examples
3.8 Even More Verbal Behavior Examples
3.9 Yes, Even More Verbal Behavior Examples
3.10 Knowledge Check
3.11 Review
Lesson 4: Types of Controlling Variables
4.1 Three Basic Types of Controlling Variables
4.2 Establishing Operations
4.3 Review
Lesson 5: Verbal Stimulus
5.1 Definition of Verbal Stimulus
5.2 Irrelevant Features of Verbal Stimulus
5.3 Verbal Stimulus Example #1
5.4 Verbal Stimulus Non-Example #1
5.5 Non-Verbal Features of a Verbal Stimulus
5.6 More About Irrelevant Features
5.7 Knowledge Check
5.8 Review
Lesson 6: Establishing Operation
6.1 Definition of Establishing Operation
6.2 Irrelevant Features of Establishing Operation
6.3 Establishing Operation Example #1
6.4 Establishing Operation Example #1 Continued
6.5 Establishing Operation Example #2
6.6 Deprivation
6.7 Aversive Stimulation
6.8 Establishing Operation Example #3
6.9 Establishing Operation vs. Discriminative Stimulus Part 1
6.10 Establishing Operation vs. Discriminative Stimulus Part 2
6.11 Establishing Operation vs. Discriminative Stimulus Part 3
6.12 Establishing Operation vs. Discriminative Stimulus Part 4
6.13 Establishing Operation vs. Discriminative Stimulus Part 5
6.14 Knowledge Check
6.15 Review
Lesson 7: Point-to-Point Correspondence
7.1 Definition of Point-to-Point Correspondence
7.2 Irrelevant Features of Point-to-Point Correspondence
7.3 Point-to-Point Correspondence Example #1
7.4 Point-to-Point Correspondence Non-Example #1
7.5 Point-to-Point Correspondence Non-Example #2
7.6 Point-to-Point Correspondence Non-Example #3
7.7 Point-to-Point Correspondence Example #2
7.8 Point-to-Point Correspondence Example #3
7.9 Point-to-Point Correspondence Example #4
7.10 Knowledge Check
7.11 Review
Lesson 8: Response Product
8.1 Definition of Response-Product
8.2 Reponse-Product Example #1
8.3 Multiple and Private Response-Products
8.4 Response-Product Non-Example #1
8.5 Response-Product Non-Example #2
8.6 Response-Product Example #2
8.7 Knowledge Check
8.8 Review
Lesson 9: Formal Similarity
9.1 Definition of Formal Similarity
9.2 Irrelevant Features of Formal Similarity
9.3 Formal Similarity Example #1
9.4 Formal Similarity Example #2
9.5 Formal Similarity Example #3
9.6 Formal Similarity and Self-Reinforcement
9.7 Formal Similarity Example #4
9.8 Knowledge Check
9.9 Review
Lesson 10: Formal and Thematic Control
10.1 Definition of Formal Control
10.2 Definition of Thematic Control
10.3 Formal Control Example #1
10.4 Thematic Control Example #1
10.5 Formal Control Example #2
10.6 Thematic Control Example #2
10.7 Thematic Control Example #3
10.8 Knowledge Check
10.9 Review
Elementary Relationships
Lesson 11: Echoic Behavior
11.1 Three Factors in Classifying Verbal Behavior
11.2 Definition of Echoic Behavior
11.3 Irrelevant Features of Echoic Behavior
11.4 Echoic Behavior Example #1
11.5 Echoic Behavior Non-Example #1
11.6 Echoic Behavior Example #2
11.7 Knowledge Check
11.8 Review
Lesson 12: Copying a Text
12.1 Definition of Copying a Text
12.2 Irrelevant Features of Copying a Text
12.3 Copying a Text Example #1
12.4 Copying a Text Non-Example #1
12.5 Copying a Text Non-Example #2
12.6 Knowledge Check
12.7 Review
Lesson 13: Taking Dictation
13.1 Definition of Taking Dictation
13.2 Irrelevant Features of Taking Dictation
13.3 Taking Dictation Example #1
13.4 Taking Dictation Non-Example #1
13.5 Taking Dictation Non-Example #2
13.6 Taking Dictation Example #2
13.7 Knowledge Check
13.8 Review
Lesson 14: Textual Behavior
14.1 Definition of Textual Behavior
14.2 Irrelevant Features of Textual Behavior
14.3 Textual Behavior Example #1
14.4 Textual Behavior Non-Example #1
14.5 Textual Behavior Non-Example #2
14.6 Textual Behavior Non-Example #3
14.7 Textual Behavior Example #2
14.8 Knowledge Check
14.9 Review
Lesson 15: Verbal Relationships with Thematic Control
15.1 Review of Formal Control
15.2 Review of Thematic Control
15.3 Formal Control Strengthens Single Response Form
15.4 Review
Lesson 16: The Intraverbal
16.1 Definition of Intraverbal
16.2 Irrelevant Features of Intraverbal
16.3 Intraverbal Example #1
16.4 Intraverbal Non-Example #1
16.5 Intraverbal Non-Example #2
16.6 Intraverbal Example #2
16.7 Intraverbal Example #3
16.8 Intraverbal Example #4
16.9 Intraverbals and Conversation
16.10 Knowledge Check
16.11 Review
Lesson 17: The Tact
17.1 Definition of the Tact
17.2 Irrelevant Features of the Tact
17.3 The Tact’s Controlling Variable
17.4 Tact Example #1
17.5 Tact Non-Example #1
17.6 Tact and Response Topography
17.7 Complexity of the Tact’s Controlling Stimulus
17.8 The Tact and Reference
17.9 Tact Example #2
17.10 Knowledge Check
17.11 Review
Lesson 18: The Mand
18.1 The Mand’s Controlling Variable
18.2 Definition of the Mand
18.3 Mand Example #1
18.4 Mand Example #2
18.5 The Mand and Characteristic Reinforcement
18.6 Review of Establishing Operation
18.7 Mand Non-Example #1
18.8 Mand Non-Example #2
18.9 The Form of a Mand
18.10 The Mand and Current Reinforcement
18.11 Knowledge Check
18.12 Review
Lesson 19: A Comparison of the Mand and the Tact
19.1 The Listener Benefits from a Tact
19.2 The Speaker Benefits from a Mand
19.3 Mand vs. Tact: Who Benefits
19.4 Mand vs. Tact: Controlling Variables
19.5 Mand vs. Tact: Controlling Variables Part 2
19.6 Review
Lesson 20: The Audience
20.1 Definition of the Audience
20.2 Irrelevant Features of the Audience
20.3 The Audience as Listener
20.4 The Speaker as Listener
20.5 The Audience Controls Large Groups of Responses
20.6 First Type of Audience Control
20.7 Second Type of Audience Control
20.8 Third Type of Audience Control
20.9 Audience Example #1
20.10 Audience Non-Example #1
20.11 Places and Audience Control
20.12 Listeners and Audience Control
20.13 Places and Audience Control
20.14 Knowledge Check
20.15 Review
Lesson 21: Other Forms of Verbal Behavior
21.1 Verbal Behavior Includes Any Response Mode
21.2 Sign Language, Morse Code, and Braille
21.3 American Sign Language
21.4 ASL Intraverbal
21.5 Definition of Verbal Behavior
21.6 Review
Extensions of Verbal Behavior
Lesson 22: Stimulus Features
22.1 Verbal Behavior and Novel Stimuli
22.2. The Extended Tact
22.3 Stimulus Features
22.4 Stimulus Features Example #1
22.5 Stimulus Features Example #2
22.6 Relevant and Irrelevant Stimulus Features
22.7 Stimulus Features of “Dog”
22.8 Stimulus Features of “Dog”
22.9 Stimulus Features of “Dog” vs “Horse”
22.10 Stimulus Features of “Dog” vs “Chicken”
22.11 Stimulus Features of “Dog” vs “Fox”
22.12 Knowledge Check
22.13 Review
Lesson 23: Three Different Types of Extension
23.1 New Situations
23.2 Types of Extension
23.3 Review
Lesson 24: Generic Extension
24.1 Definition of Generic Extension
24.2 Generic Extension Example #1
24.3 Generic Extension Non-Example #1
24.4 Generic Extension Non-Example #2
24.5 Generic Extension Echoic Example
24.6 Generic Extension Intraverbal Example
24.7 Generic Extension and the Order of Words
24.8 Knowledge Check
24.9 Review
Lesson 25: Metaphorical Extension
25.1 Definition of Metaphorical Extension
25.2 Metaphorical Extension Example #1
25.3 Number of Shared Features
25.4 Striking Differences in Irrelevant Features
25.5 Review of Generic Extension
25.6 Other Verbal Operants
25.7 Knowledge Check
25.8 Review
Lesson 26: Metonymical Extension
26.1 Definition of Metonymical Extension
26.2 Metonymical Extension Example #1
26.3 Metonymical Extension Example #2
26.4 Metonymical Extension Example #3
26.5 Metonymical Extension Example #4
26.6 Metonymical Extension Example #5
26.7 Knowledge Check
26.8 Review
Lesson 27: Mand Extension
27.1 Review of Types of Extension
27.2 Review of the Mand
27.3 Mand Extension Example #1
27.4 Mand Extension Example #2
27.5 Mand Extension Example #3
27.6 Mand Extension Example #4
27.7 Review
Lesson 28: Private Stimuli
28.1 Public Stimuli and the Verbal Community
28.2 Private Stimuli and the Verbal Community
28.3 Definition of Private Stimulus
28.4 Nervous System Receptors
28.5 Private Stimuli Receptors
28.6 Public Stimuli Receptors
28.7 Private Stimulus Example
28.8 Private Stimulus Non-Example
28.9 Review
Lesson 29: Public Accompaniment
29.1 Four Ways
29.2 Definition of Public Accompaniment
29.3 Public Accompaniment Example
29.4 Public Stimuli and Collateral Private Stimuli
29.5 Public Accompaniment Non-Example
29.6 Review
Lesson 30: Collateral Response
30.1 Private Stimulation and Collateral Responses
30.2 Definition of Collateral Response Part 1
30.3 Definition of Collateral Response Part 2
30.4 Knowledge Check
30.5 Review
Lesson 31: Common Properties
31.1 Properties Common to Both Public and Private Stimuli
31.2 Definition of Common Properties
31.3 Common Properties Example
31.4 Review
Lesson 32: Response Reduction
32.1 Speaker and Verbal Response-Products
32.2 Private Stimulation of Verbal Response-Products
32.3 Private Stimulation of Verbal Response-Products Part 2
32.4 Definition of Response Reduction
32.5 Response Reduction and Common Properties
32.6 Review
Multiple Controlling Relationships
Lesson 33: Multiple Controlling Variables
33.1 Multiple Controlling Relationships
33.2 Multiple Control
33.3 Definition of Multiple Controlling Variables
33.4 Multiple Controlling Variables Example #1
33.5 Multiple Controlling Variables Example #2
33.6 Multiple Controlling Variables Example #3
33.7 Multiple Controlling Variables Example #4
33.8 Review
Lesson 34: Multiple Responses
34.1 Review of Multiple Controlling Variables
34.2 Definition of Multiple Responses
34.3 Multiple Responses Example #1
34.4 Multiple Responses Example #2
34.5 Knowledge Check
34.6 Review
Lesson 35: Fragmentary Sources of Strength
35.1 Multiple Controlling Variables
35.2 Definition of Fragmentary Sources of Strength
35.3 Fragmentary Sources of Strength and Alliteration
35.4 More Fragmentary Sources of Strength and Alliteration
35.5 Fragmentary Sources of Strength and Literature
35.6 Fragmentary Sources of Strength Non-Example
35.7 Knowledge Check
35.8 Review
Lesson 36: Supplementary Stimulation
36.1 Weak Operant Response
36.2 Definition of Supplementary Stimulation
36.3 Supplementary Stimulation Example #1
36.4 Supplementary Stimulation Non-Example #1
36.5 Supplementary Stimulation Example #2
36.6 Supplementary Stimulation Non-Example #2
36.7 Knowledge Check
36.8 Review
Lesson 37: Prompt-Probe
37.1 Review of Supplementary Stimulation
37.2 Definition of Prompt and Probe
37.3 Prompt Example #1
37.4 Probe Example #1
37.5 Formal Prompts and Probes
37.6 Thematic Prompts and Probes
37.7 Self-Prompts and Self-Probes
37.8 Knowledge Check
37.9 Review
Lesson 38: Distorted and Impure Tacts
38.1 Tacts Benefit the Listener
38.2 Fishing Example
38.3 Review of Establishing Operations
38.4 Definition of Distorted or Impure Tact
38.5 Review
Lesson 39: Fragmentary Recombination
39.1 Recombinations of Response Fragments
39.2 Fragmentary Recombination Example #1
39.3 Fragmentary Recombination Non-Example #1
39.4 Fragmentary Recombination Example #2
39.5 Review
Lesson 40: Word Blends and Phrase Blends
40.1 Definition of Word Blend and Phrase Blend
40.2 Word Blend and Phrase Blend
40.3 Blending Basic Verbal Operants
40.4 More Information on Blends
40.5 Review
Lesson 41: Standard and Non-Standard Forms
41.1 Fragmentary Recombinations and Standard Forms
41.2 Fragmentary Recombinations and Non-Standard Forms
41.3 Definition of Standard and Non-Standard Forms
41.4 Neologisms
41.5 Review
Lesson 42: Analyzing Humor and Literature
42.1 Thematic Control in Literature, Poetry, and Humor Part 1
42.2 Thematic Control in Literature, Poetry, and Humor Part 2
42.3 Thematic Control in Literature, Poetry, and Humor Part 3
42.4 Thematic Control in Literature, Poetry, and Humor Part 4
42.5 Formal Control in Literature, Poetry, and Humor
42.6 Review
Lesson 43: Main Thematic Source
43.1 Definition of Main Thematic Source
43.2 Main Thematic Source Example #1
43.3 Main Thematic Source Non-Example #1
43.4 Main Thematic Source Example #2
43.5 Main Thematic Source Non-Example #2
43.6 Review
Lesson 44: Secondary Sources of Strength
44.1 Secondary Sources of Strength
44.2 Intraverbal and Echoic Secondary Sources of Strength
44.3 Definition of Secondary Sources of Strength
44.4 Secondary Sources of Strength Example
44.5 Knowledge Check
44.6 Review
Building on the Elementary Relationships
Lesson 45: Secondary Verbal Behavior
45.1 Review of Primary Verbal Behavior
45.2 Complex Verbal Behavior
45.3 Ordering and Grouping of Responses
45.4 Free Association “Train of Thought”
45.5 Passive Voice
45.6 Functional Unit in Verbal Behavior
45.7 Phrases as Single Verbal Responses
45.8 Definition of Secondary Verbal Behavior
45.9 Secondary Verbal Behavior and Echoics
45.10 Secondary Verbal Behavior and Copying a Text
45.11 Secondary Verbal Behavior and Taking Dictation
45.12 Secondary Verbal Behavior and Textual Behavior
45.13 Secondary Verbal Behavior and the Intraverbal
45.14 Secondary Verbal Behavior and Mands and Tacts
45.15 Review of the Tact
45.16 Review of the Mand
45.17 Response-Product of the Speaker’s Own Verbal Behavior
45.18 Seeing That We Are Seeing
45.19 Discriminating That We Are Hearing
45.20 The Autoclitic
45.21 Autoclitic Example
45.22 Autoclitic for Tact and Echoic
45.23 Review
Lesson 46: The Autoclitic Tact
46.1 Definition of the Autoclitic Tact
46.2 Autoclitic Tact Example #1
46.3 Autoclitic Tact Non-Example #1
46.4 Autoclitic Tact Example #2
46.5 Autoclitic Tact Example #3
46.6 Form of Autoclitic Tact
46.7 Autoclitic Tact Example #4
46.8 Autoclitic Tact Example #5
46.9 Metonymical Extension and the Autoclitic Tact
46.10 Autoclitic Tact Example #6
46.11 Generic and Metaphorical Extension and the Autoclitic Tact
46.12 Variety of Autoclitic Tacts
46.13 Knowledge Check
46.14 Review
Lesson 47: The Autoclitic Mand
47.1 Review of the Autoclitic Tact
47.2 Definition of the Autoclitic Mand
47.3 Autoclitic Mand Example #1
47.4 Autoclitic Mand Non-Example #1
47.5 Autoclitic Mand Example #2
47.6 Autoclitic Impure Tact
47.7 Form of Autoclitic Mand
47.8 Knowledge Check
47.9 Review
Final Quiz for an Introduction to Verbal Behavior (Standard)
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33.5 Multiple Controlling Variables Example #2

An Introduction to Verbal Behavior (Standard) Lesson 33: Multiple Controlling Variables 33.5 Multiple Controlling Variables Example #2
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The last word in a line of poetry is often the function of more than one variable. In the lines from Shakespeare, “Golden lads and girls all must, as chimney sweepers, come to dust,” the phrase “come to dust” is multiply controlled.

Multiple Controlling Variables

A situation with the following features:

There is a single response form

The response is simultaneously strengthened by two or more controlling variables

Response topography

The type of controlling variable (stimulus or establishing operation)

The specific number of multiple variables

Whether or not the current response is followed by reinforcement

Golden lads and girls all must be chimney sweepers come dust. (33.5)
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