Implications of Skinner\u27s Verbal Behavior for Studying Dementia

Persons with dementia experience continual declines in a number of abilities. Language abilities are particularly hard hit and become increasingly impaired as the underlying disease progresses. These language impairments make verbal communication very challenging for family and professional caregivers. As a result, caregivers may inadvertently punish verbal behavior, thereby exacerbating the deterioration of verbal repertoires. Although the topography of language impairments associated with dementia have been well described, less empirical work has been conducted concerning how to minimize these impairments and their deleterious effects. In 1957 B.F. Skinner outlined his conceptualization of language and cognition in his book Verbal Behavior. This paper will explore the implications of Skinner’s Verbal Behavior for studying communication impairments associated with dementia

A Comparison of Covert and Videotape Modeling Strategies for Training Complex Mechanical Assembly Tasks

Experimentation was conducted comparing videotape self-modeling and videotape peer/other modeling to self-directed mental rehearsal (a covert modeling procedure) and a no-training (physical practice) control condition in training a mechanical device assembly task. Eighty male and female college students were introduced to the assembly task in a timed pretest trial and then videotaped performing the assembly task in a second trial. Over the next 4 days, subjects were randomly assigned to training conditions and repeatedly trained and tested in the mechanical device assembly task. The effects of training methods upon assembly times, self-efficacy expectations regarding assembly task performance, and subjective impressions of the nature and usefulness of training were examined. Superior assembly performance over initial training and at 4 months post-training follow-up was observed for the self-directed mental rehearsal training condition and discussed

An Assessment of Training Methods for Complex Mechanical Assembly Skills

Training via behavioral modeling has been widely implemented in industrial-organizational contexts. At present, however, empirical evidence regarding the characteristics of an effective model, the cost effectiveness of behavioral modeling training and the efficacy of behavioral modeling versus other training methods is lacking (Tannenbaum & Yukl, 1992). student subjects in a mechanical device assembly task. Videotape Self-Modeling (VSM) (Dowick, 1983) Videotape Other-Modeling (VOM), Self-Directed Mental Rehearsal (SDMR) and No Training Control Group (NTCG) training methods were compared. VSM and VOM videotape training methods depicted correct, dexterous and rapid assembly task pcrformance by self- or other models respectively. SDMR training involved the production of assembly task imagery via mental visualization from memory. Statistical analysis of assembly times indicated that the SDMR group was superior to the control group and both video modeling groups. Additionally, there was no significant difference in assembly times between the videotape and control groups. Furthermore, the advantage in assembly times by the SDMR group was maintained over a four month follow-up. It is hypothesized that the use of mental rehearsal allowed subjects to capitalize upon skills gained during successive assembIy attempts. Owing to the cumbersome nature of their production, VSM and VOM training models could not be updated to depict changes in skills throughout assembly training, negating the potential advantages of their depiction of superior assembly performance