Abstract
According to Skinner’s (1957) analysis of verbal behavior, the mand and the tact are functionally independent verbal operants, each of which is acquired through a unique history of reinforcement. The present study attempted to replicate the findings of Lamarre and Holland (1985), who empirically demonstrated functional independence of mands and tacts in typically developing preschool children. Five children participated. All were initially trained to complete two 4-piece assembly tasks. Four children were then trained to tact the four pieces that comprised one of the assembly tasks, and to mand for the four pieces that comprised the other task, using arbitrary vocal response forms. The remaining child received tact training only, and only on one task. The effects of training on the untrained operant were evaluated in a multipleprobe design across tasks. Following mand training, 4 out of 4 children reliably emitted tacts under testing conditions, while the effects of tact training differed across participants. The results differ from those of Lamarre and Holland, but are not necessarily surprising from the point of view of either Skinner’s analysis or more recent behavioral accounts of language. Future research should attempt to identify variables that affect transfer between mand and tact relations.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. (2000). Relational frame theory and Skinner’s Verbal Behavior: A possible synthesis. The Behavior Analyst, 23, 69–84.
Carroll, R. J., & Hesse, B. E. (1987). The effects of alternating mand and tact training on the acquisition of tacts. The Analysis of Verbal Behavior, 5, 55–65.
Egan, C., & Barnes-Holmes, D. (May 2004). Assessing the independence of function between mands and tacts. In C. Egan (Chair), Contextual effects on verbal communication. Symposium conducted at the 30th annual convention of the Association for Behavior Analysis, Boston, MA.
Goyos, C. (2000). Equivalence class formation via common reinforcers among preschool children. Psychological Record, 50, 629–654.
Hall, G., & Sundberg, M. L. (1987). Teaching mands by manipulating conditioned establishing operations. The Analysis of Verbal Behavior, 5, 41–53.
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post- Skinnerian account of human language and cognition. New York: Plenum.
Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of behavior, 65, 185–241.
Horne, P. J., Lowe, C. F., & Randle, V. R. L. (2004). Naming and categorization in young children: II. Listener behavior training. Journal of the Experimental Analysis of Behavior, 81, 267–288.
Lamarre, J., & Holland, J. G. (1985). The functional independence of mands and tacts. Journal of the Experimental Analysis of Behavior, 43, 5–19.
Lowe, C. F., Horne, P. J., Harris, F. D. A., & Randle, V. R. L. (2002). Naming and categorization in young children: Vocal tact training. Journal of the Experimental Analysis of Behavior, 78, 527–549.
Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6, 3–9.
Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191–206.
Mish, F. C. et al. (Eds.). (1993). Merriam- Webster’s collegiate dictionary (10th ed.). Springfield, MA: Merriam-Webster.
Nuzzolo-Gomez, R., & Greer, R. D. (2004). Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history. The Analysis of Verbal Behavior, 20, 63–76.
Saunders, R. R., Drake, K. M., & Spradlin, J. E. (1999). Equivalence class establishment, expansion, and modification in preschool children. Journal of the Experimental Analysis of Behavior, 71, 195–214.
Sidman, M., Willson-Morris, M., & Kirk, B. (1986). Matching-to-sample procedures and the development of equivalence relations: The role of naming. Analysis and Intervention in Developmental Disabilities, 6, 1–19.
Sigafoos, J., Doss, S., & Reichle, J. (1989). Developing mand and tact repertoires in persons with severe developmental disabilities using graphic symbols. Research in Developmental Disabilities, 10, 183–200.
Sigafoos, J., Reichle, J., Doss, S., Hall, K., & Pettitt (1990). #x201C;Spontaneous” transfer of stimulus control from tact to mand contingencies. Research in Developmental Disabilities, 11, 165–176.
Skinner, B.F. (1957). Verbal behavior. Acton, MA: Copley.
Twyman, J. (1996). The functional independence of impure mands and tacts of abstract stimulus properties. The Analysis of Verbal Behavior, 13, 1–19.
Author information
Authors and Affiliations
Corresponding author
Additional information
This article is based on a thesis completed by the first author, and supervised by the second and third authors, that was submitted to The Graduate College at Western Michigan University in partial fulfillment of the requirements for the Master of Arts degree in Psychology. We thank the directors and staff of the child care centers in which the study was conducted for their helpful support, and we also thank the many undergraduate students who assisted with data collection; in particular, Veronica Hill, and Meghann Mitchell.
Rights and permissions
About this article
Cite this article
Petursdottir, A.I., Carr, J.E. & Michael, J. Emergence of Mands and Tacts of Novel Objects among Preschool Children. Analysis Verbal Behav 21, 59–74 (2005). https://doi.org/10.1007/BF03393010
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03393010