an interaction between verbal and nonverbal behavior …/67531/metadc... · verbal behavior have...

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AN INTERACTION BETWEEN VERBAL AND NONVERBAL BEHAVIOR IN KINDERGARTEN CHILDREN APPROVED: Major Professor " Jjp Jh £>-i )<lrvsYru4XM M I nor Prof essjcir ^ -^X —gs—^ Director of the Department of Psychology Deant of the Graduate School ~~

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Page 1: AN INTERACTION BETWEEN VERBAL AND NONVERBAL BEHAVIOR …/67531/metadc... · verbal behavior have any control over nonverbal behavior? Before preceding any further in the discussion

AN INTERACTION BETWEEN VERBAL AND NONVERBAL

BEHAVIOR IN KINDERGARTEN CHILDREN

APPROVED:

Major Pro fessor " Jjp

Jh £>-i )<lrvsYru4XM M I nor Prof essjcir

^ -^X —gs—

D i r e c t o r o f the Department o f Psychology

Deant o f the Graduate School ~~

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AN INTERACTION BETWEEN VERBAL AND NONVERBAL

BEHAVIOR IN KINDERGARTEN CHILDREN

THESIS

Presented t o t he Graduate Counci1 of the

No r th Texas S t a t e U n i v e r s i t y i n P a r t i a l

F u l f i l l m e n t o f t he Requirements

For t h e Degree o f

MASTER OF SCIENCE

By

Wayne E, T i r i t i l l i , B. S

Denton, Texas

Augus t , 1970

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TABLE OF CONTENTS

Page

LIST OF TABLES i v

LIST OF ILLUSTRATIONS v

Chapte r

I . INTRODUCTION 1

I I . METHOD 16

Subj e c t s Appa ra tus I n i t i a l S o c i a l I n t e r a c t i o n s D i f f e r e n t i a l T rea tmen t T rea tmen t o f Data

I I I . RESULTS 25

IV . DISCUSSION AND CONCLUSIONS 29

APPENDIX ifO

BIBLIOGRAPHY 53

1 1 1

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LIST OF TABLES

Tab le Page

I . Summary o f Mean and Standard D e v i a t i o n f o r Group 1 B a s e l i n e Procedures 40

I I . Summary o f Mean and Standard D e v i a t i o n f o r Group 2 B a s e l i n e Procedures 40

I I I . Summary o f Mean and Standard D e v i a t i o n f o r Group 3 B a s e l i n e Procedures 40

IV. Summary o f Mean and Standard D e v i a t i o n f o r Group 1 Probe Procedures 41

V. Summary o f Mean and Standard D e v i a t i o n f o r Group 2 Probe Procedures 41

V I . Summary o f Mean and Standard D e v i a t i o n f o r Group 3 Probe Procedures 42

V I I . A n a l y s i s o f Var iance : O v e r a l l I nc rease In I s o l a t e Soc ia l I n t e r a c t i o n Percentages 43

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LIST OF ILLUSTRATIONS

F i g u r e Page

1. Mean Social Interaction Percentages: Total Group One and Isolate Group One 44

2. Mean Social Interaction Percentages: Total Group Two and Isolate Group Two 45

3. Mean Social Interaction Percentages: Total Group Three and Isolate Group Three 46

4. Absolute differences between Isolate Percentage and the Mean Percentage of the Remaining Members 47

5. Transcript of Tape Reel One 48

6. Transcript of Tape Reel Two 50

7. Transcript of Questions Put to Isolate 52

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CHAPTER 1

INTRODUCTION

B e h a v i o r , e s p e c i a l l y man's ve rba l b e h a v i o r , has

puzz led men th roughou t t he ages. One o f the most i n t e r e s t i n g

aspects o f ve rba l behav io r is i t s r e l a t i o n s h i p t o , and

i n t e r a c t i o n w i t h , nonverba l b e h a v i o r . For most o f us what

we a re say i ng has a d i r e c t r e l a t i o n s h i p t o what we a re

d o i n g . In f a c t , i n t h i s c u l t u r e - i f our ve rba l b e h a v i o r

does not co r respond d i r e c t l y w i t h our nonverbal b e h a v i o r ,

we a re censured s e v e r e l y . I t is our pa ren ts who f i r s t

show us t he c o r r e c t r e l a t i o n s h i p between ve rba l and nonverba l

b e h a v i o r . They reward us handsomely i f we t e l l t h e t r u t h ,

o r keep our ve rba l behav io r a c c u r a t e l y r e l a t e d t o our

nonverba l b e h a v i o r . A l so they pun ish us s e v e r e l y i f we

l i e , o r have some d isagreement between our ve rba l b e h a v i o r

and our nonverbal b e h a v i o r . The g rea t m a j o r i t y o f peop le

l e a r n t h i s lesson w e l l ; however, t h e r e a r e e x c e p t i o n s .

I f the two behav io r s a re g r o s s l y ou t o f l i n e and p e r s i s t

over a long p e r i o d of t i m e , i t is u s u a l l y taken t o be a

s i g n o f mental i l l n e s s , i . e . , the psychopa th i c p e r s o n a l i t y .

Again t h i s i s r e l a t i v e l y r a r e , i n f a c t , most peop le w i l l

do a l l i n t h e i r power t o keep t h e i r ve rba l behav io r i n

l i n e w i t h t h e i r nonverba l b e h a v i o r . There is ev idence ,

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both anecdotal and empirical, to indicate that verbal

behavior is related to its nonverbal counterpart; but does

verbal behavior have any control over nonverbal behavior?

Before preceding any further in the discussion of

the relationship between verbal and nonverbal behavior,

it is necessary at this point to define in most explicit

terms what is meant by verbal behavior and nonverbal

behavior. Skinner (13, p. 2) defines verbal behavior as

"...behavior reinforced through the mediation of other

persons...." Accordingly, this may include such diverse-

things as writing, sign language, and vocal verbal behavior.

In fact, Skinner goes on to say anything capable of affecting

another person may be verbal. However, throughout this

paper the term verbal behavior shall mean vocal verbal

behavior. Further, vocal verbal behavior shall, in this

paper, be restricted to vocal behavior which produces audible

speech.

Nonverbal behavior has been defined as anything that

alters the physical environment through mechanical action

(13). Morgan and King (10, p. 764) define nonverbal behavior

as "any observable action of a person...." However

accurate these definitions may be, they are too broad for

this paper. For the purpose of clarity nonverbal behavior,

in this paper, shall be defined as any response made by the

person that does not involve or incorporate any form of

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verbal behavior. More specifically, nonverbal behavior shall

mean any motor behavior that does not produce or culminate in

any audible speech or speech patterns. While the above

definition tells more what the behavior is not than what it

is, it is sufficiently clear to allow accurate distinctions

between the two forms of behavior to be made. With these

definitions firmly in mind, the question of whether verbal

behavior has any control over nonverbal behavior can now be

res umed.

Leon Festinger (k) has stated that nonverbal behavior

can control verbal behavior. To explain the occurrence of

this phenomenon Festinger developed the concept of

"Cognitive Dissonance." In his theory of cognitive dissonance,

he asserted that an individual finds it unpleasant to have

his nonverbal behavior in disagreement with his verbal

behavior. The individual will be in a state of dissonance

until his verbal behavior and its nonverbal counterpart

are brought into agreement. The state of dissonance will

constitute a drive state for the individual which must be

reduced. According to Festinger this drive state will be

similar to the drive states of hunger or thirst in its

potency. Festinger expounded further, if an attitude or

behavior is forced upon the individual, and if the attitude

or behavior is in opposition to currently held attitudes

or behaviors, he will try to reduce the dissonance thus

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produced. He w i l l accomp l i sh t h i s by changing h i s c u r r e n t

a t t i t u d e s or behav io rs t o be consonant w i t h the f o r c e d

behav io r o r a t t i t u d e . To summarize, i f a p e r s o n ' s nonverba l

behav io r i s changed, he w i l l change h i s ve rba l behav io r t o

agree w i t h the new nonverba l b e h a v i o r .

By c a l l i n g the need t o reduce c o g n i t i v e d issonance a d r i v e

s t a t e i m p l i e s t h a t i t i s un lea rned . But i f i t i s un learned

why does i t no t apply t o a l l peop le under a l l c i r cumstances?

There appears t o be some i n c o n s i s t e n c y on t h i s p o i n t .

A p r ime example o f t h i s i n c o n s i s t e n c y a re the psychopa th i c

i n d i v i d u a l s . However, i t i s not l i m i t e d t o t h i s group

a l o n e . Most peop le a t one t ime or another cause themselves

t o be i n a s t a t e o f d i ssonance . The h y p o c r i t e is w e l l

known f o r t h i s b e h a v i o r . A l s o , f o r many g e n e r a t i o n s in

t h i s coun t r y pa ren ts have been keeping t he myth o f Santa

Claus and o t h e r f a i r y t a l e s a l i v e . F u r t h e r , we teach our

c h i l d r e n not t o t e l l our bes t f r i e n d t h a t he has a poor

sense o f t a s t e o r some o t h e r s o c i a l faux pas; i ns tead we

teach him t o say how w e l l d ressed he looks no m a t t e r what

our eyes t e l l us. I t would appear t h a t t he need t o keep

our ve rba l behav io r i n agreement, o r d i sag reement , w i t h

our a t t i t u d e s and behav io r is a lea rned phenomenon.

In a s l i g h t l y d i f f e r e n t v e i n , S c o t t (12) has shown t h a t

t h rough the p roper re in fo rce rnen t i t i s p o s s i b l e t o change

a t t i t u d e s , w i t h the end r e s u l t s be ing s i m i l a r t o those

o b t a i n e d by F e s t i n g e r ( 4 ) . Sco t t accompl ished t h i s by

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5

reinforcing verbal behavior about the attitude in question.

He found by the proper reinforcement, he could change

attitudes either positively or negatively. Studies by

Weiss (15) and Page (11) have also shown that attitudes

can be created and manipulated through the use of the

proper reinforcement techniques.

In traditional psychoanalytic theory one can find a

concept similar to cognitive dissonance. The psychoanalytic

concept is called "rationalization." Like cognitive dissonance,

rationalization attempts to explain how nonverbal behavior

sometimes has control over verbal behavior. But unlike

cognitive dissonance, which is basically a drive state,

rationalization is a defense mechanism. By using rationali-

zation "...an individual explains his behavior in such

a way as to conceal the unacceptable motive it expresses..."

(10,p. ^79). In essence, the person changes his verbal

behavior so that it agrees with and supports his nonverbal

behavior. The major criticism of rationalization is that

the concept embodies too many hypothetical internal states

that cannot be observed or studied directly.

The concepts previously mentioned have dealt with the

control of verbal behavior by nonverbal behavior. They

have shown that it is possible under some conditions to

control verbal behavior by manipulating nonverbal behavior.

But is the reciprocal of these concepts true?

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Research in the area of verbal control of nonverbal

behavior, especially the ability-of verbal behavior to

control its nonverbal counterpart, has been scanty at best

and neglected at worst. Bern, Lane, and Carlson (1) have

commented that there is much anecdotal evidence that a

relationship exists but not much empirical proof of such a

relationship existing. Lovaas (6) also stated that the

relationship between verbal behavior and its nonverbal

counterpart has been neglected by researchers.

Due to the rather limited number of studies done in the

area, it is necessary at this point to discuss those studies

which are relevant in moderate detail. Not only will this

clarify the work that has been done in the area, but it will

also serve as a platform from which to evaluate the present

study.

The first study to be-discussed is one conducted by

Greenspoon in 1955 which pointed out that verbal behavior may

be controlled by reinforcement procedures. Greenspoon (5)

reinforced the subject's verbal behavior through the use of

verbal reinforcers. To be more specific, he reinforced plural

nouns by saying "good" or "Mmm-hmm" directly after the

subject had uttered them. His results showed a significant

increase in the number of plural nouns uttered by the subject.

While this study's main relevance is for nondirective therapy,

it does point to the fact that verbal reinforcers, even

though very subtle, can influence behavior to a certain degree,

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7

Greenspoon d i d no t show, however , t h a t a change i n v e r b a l

b e h a v i o r e f f e c t e d t h e s u b j e c t ' s n o n v e r b a l b e h a v i o r .

B i r c h ( 2 , p . 269) conduc ted a s t u d y i n w h i c h t h e pu rpose

was t o see i f n o n v e r b a l b e h a v i o r c o u l d be c o n t r o l l e d by t h e

use o f v e r b a l commands. B i r c h used c h i l d r e n as h i s s u b j e c t s .

T h e i r ages ranged f r o m 2 y e a r s 2 months t o 7 y e a r s . The

p r o c e d u r e was t o have t h e s u b j e c t s p ress down a ba r and

h o l d i t down. To t h i s end B i r c h gave t h e v e r b a l command,

"Push t h e bar a l l t h e way down. " A l s o he fo rmed a g roup i n

w h i c h i n s t e a d o f g i v i n g t h e v e r b a l command, a buzze r s i g n a l e d

t h a t t h e y s h o u l d push t h e bar down and h o l d i t down. The

v e r b a l command and t h e buzze r were g i v e n every t h r e e m i n u t e s .

The e x p e r i m e n t y i e l d e d t h e f o l l o w i n g r e s u l t s : The o l d e r

s u b j e c t s were b e t t e r a b l e t o f o l l o w b o t h t h e v e r b a l command

and t h e buzze r t han t h e younger c h i l d r e n . The younger

s u b j e c t s were o n l y a b l e t o m a i n t a i n t h e i r p e r f o r m a n c e under

t h e v e r b a l command o n l y . A l l ages were a b l e t o dep ress t h e

bar b u t t h e younger age l e v e l s , under f i v e , had a tendency

t o l e t up on t h e bar b e f o r e t h e end o f t h e t h r e e - m i n u t e

i n t e r v a l . One m i g h t i n t e r p r e t t h e s e r e s u l t s as i n d i c a t i n g

t h a t o l d e r s u b j e c t s who have had a l o n g e r h i s t o r y o f mak ing

v e r b a l b e h a v i o r c o r r e s p o n d w i t h i t s n o n v e r b a l c o u n t e r p a r t

were i n a b e t t e r p o s i t i o n t o c a r r y o u t t h e v e r b a l commands

o f t h e e x p e r i m e n t e r t h a n were t h e younger s u b j e c t s who d i d no t

have such a h i s t o r y .

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8

Lovaas (3) executed a s tudy wh ich has re levance t o

t h i s a rea . He s t u d i e d the e f f e c t s o f exposure t o symbo l i c

agg ress ion upon t h e amount o f a g g r e s s i v e behav io r m a n i f e s t e d

by a c h i l d . Lovaas used 12 c h i l d r e n , a l l f i v e years o f age.

They were d i v i d e d i n t o two g roups , one group was shown an

a g g r e s s i v e and t h e o t h e r a nonaggress ive f i l m . Lovaas

p o i n t e d out t h a t exposure t o t he a g g r e s s i v e f i l m may have

had one o f f o u r e f f e c t s . F i r s t , i t may have s a t i a t e d t he

s u b j e c t on a g g r e s s i v e r e i n f o r c e r s . Th is appears very

d o u b t f u l , s i n c e t h e r e was an i n c r e a s e , not a decrease i n

b e h a v i o r . Second, exposure t o the f i l m may have r a i s e d the

genera l d r i v e l e v e l o f t h e s u b j e c t . However, Lovaas s t a t e d

t h a t the data d i d not suppo r t t h i s h y p o t h e s i s . T h i r d , t he

f i l m may have s e n s i t i z e d the s u b j e c t , making a g g r e s s i v e

behav io r more p r o b a b l e . F o u r t h , " . . . t h e o p e r a t i o n may

p r o v i d e d i s c r i m i n a t i v e s t i m u l i . . . m a r k i n g t he occas ion whether

a g g r e s s i v e behav io r can occur or n o t " ( 3 , p. 4 2 ) . In t he

summary o f h i s paper he commented, "The educa t i on i m p l i c a t i o n

f rom t h i s s tudy is t h a t a g g r e s s i v e f i l m s a re l i k e l y t o make

c h i l d r e n more a g g r e s s i v e r a t h e r than less a g g r e s s i v e " ( 3 , p . k3>)

I t is e v i d e n t f rom Lovaas1 s tudy t h a t v i o l e n c e on t e l e v i s i o n

and a t t he movies may be caus ing a g g r e s s i v e b e h a v i o r .

Needless t o say , much more research is needed in t h e area

b e f o r e any c o n c l u s i v e s ta tements may be made.

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U1 1 ma ri n,

modify behavio

forcing approp

experiment wer£

Veterans hospi

gain in adequac

group that had

manner. The r^

by manipulating

is possible to

for individual

Another st

between verbal

Lovaas (9). Li

chose aggressiv

were 14 chi1dre

for investigati

make aggressive

other group mad

reinforced for

which had had tH

manifested more

that did not hav

One possible rea

might be that th

<rasner, and Collins (14) were able to

in a group therapy situation by rein-

iate verbal behavior. The subjects in the

three groups of ten male patients at a

al. The results indicated a significant

y of interpersonal relationships for the

been reinforced in a positive-personal

suits of this study point to the fact that

verbal behavior through reinforcement it

change its nonverbal counterpart not only

subjects but for the group as a whole,

udy conducted to study the interaction

and nonverbal behavior v/as conducted by

ke his earlier study of the same year, Lovaas

e behavior as the one he studied. His subjects

ages 3 years to 7 years. Lovaas1 procedure

ng the relationship was to have one group

verbal statements and reinforce them. The

nonaggressive verbal statements and was

them.. Lovaas discovered that the group

eir aggressive statements reinforced

nonverbal, aggressive behavior than the group

e the reinforcement for aggressive behavior.

son for the observed results Lovaas explained

verbal behavior took on a directing

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10

i n f l u e n c e w i t h r e g a r d t o t h e n o n v e r b a l b e h a v i o r . Lovaas

(9 ) P- 336) summar ized h i s s tudy by s a y i n g , " . . . s o m e c o n t r o l

o f n o n v e r b a l a g g r e s s i v e b e h a v i o r was a c h i e v e d by m a n i p u l a t i n g

v e r b a l a g g r e s s i v e b e h a v i o r . "

I n a s t u d y c o n d u c t e d by Lovaas (7 ) he has shown t h a t

t h e c o n t e n t o f what i s s a i d has an e f f e c t on t h e r a t e o f

i t s e m i s s i o n . For example , t h e word f a s t e r was s a i d a t a

much f a s t e r r a t e t h a n t h e word s l o w e r . A l s o , t h e c o n t e n t o f

t h e v e r b a l b e h a v i o r has an e f f e c t on i t s n o n v e r b a l c o u n t e r -

p a r t . When a s u b j e c t s i m u l t a n e o u s l y s a i d f a s t e r and pushed

a l e v e r , t h e r a t e o f l e v e r p r e s s i n g was s i g n i f i c a n t l y h i g h e r

t h a n when t h e s u b j e c t was s a y i n g s l o w e r and p u s h i n g t h e l e v e r .

Lovaas comments abou t h i s s t u d y s a y i n g , "The s t u d y r e p o r t e d . . .

gave e v i d e n c e t h a t v e r b a l o p e r a n t s have p r o p e r t i e s w h i c h

can c o n t r o l b o t h t h e r a t e o f t h e i r own r e c u r r e n c e as w e l l

as l a t e n c y , r a t e , and c h o i c e o f manual r e s p o n d i n g " (7 p . 2 5 4 ) .

In two s i m i l a r s t u d i e s Lovaas (6 ) and Bern, Lane, and

C a r l s o n (1 ) were a b l e t o c o n t r o l t h e r a t e o f f o o d consump t i on

and t h e c h o i c e o f f o o d consumed by r e i n f o r c i n g s t a t e m e n t s

abou t f o o d made by t h e s u b j e c t s . In b o t h s t u d i e s t h e

s u b j e c t s were c h i l d r e n . i n each s t u d y t h e s u b j e c t s were

r e q u i r e d t o make p o s i t i v e s t a t e m e n t s about a p a r t i c u l a r

f o o d ; and when they d i d so , t hey were r e i n f o r c e d . The r a t e s

o f f o o d consump t i on were measured a g a i n s t a b a s e l i n e d e r i v e d

b e f o r e t h e s t a r t o f t h e e x p e r i m e n t . . In each s t u d y t h e r a t e

o f f o o d consump t i on was s u b s t a n t i a l l y h i g h e r . These s t u d i e s ,

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11

l i k e t h e o t h e r s m e n t i o n e d , seem t o i n d i c a t e t h a t v e r b a l

b e h a v i o r may, under c e r t a i n c o n d i t i o n s , c o n t r o l n o n v e r b a l

b e h a v i o r . A g a i n , t h e s u b j e c t ' s h i s t o r y w i t h r e g a r d t o how

o f t e n he was r e i n f o r c e d f o r h a v i n g h i s v e r b a l and n o n v e r b a l

b e h a v i o r i n agreement and p u n i s h e d f o r h a v i n g a d i s a g r e e m e n t

between t h e two , may have and p r o b a b l y d i d e f f e c t t h e r e s u l t s

To summar ize t h e p o s s i b l e i m p l i c a t i o n s o f t h e s e

s t u d i e s i t wou ld appear t h a t t h e h i s t o r y o f t h e s u b j e c t

w i t h r e g a r d t o t h e amount o f r e i n f o r c e m e n t r e c e i v e d f o r

k e e p i n g h i s n o n v e r b a l b e h a v i o r i n agreement w i t h h i s v e r b a l

b e h a v i o r , has an e f f e c t on whe the r t h e e x p e r i m e n t e r can

c o n t r o l n o n v e r b a l b e h a v i o r by m a n i p u l a t i n g v e r b a l b e h a v i o r .

F u r t h e r , t h e s t u d i e s have p o i n t e d o u t t h a t i t i s p o s s i b l e t o

c o n t r o l n o n v e r b a l b e h a v i o r by m a n i p u l a t i n g v e r b a l b e h a v i o r .

T h i s may be done e i t h e r t h r o u g h r e i n f o r c e m e n t t e c h n i q u e s o r

t h r o u g h d i r e c t v e r b a l commands. I t may be t h e case t h a t

by r e i n f o r c i n g v e r b a l b e h a v i o r abou t an e v e n t , one causes

t h e v e r b a l b e h a v i o r t o t a k e on a d i r e c t i n g i n f l u e n c e i n

r e g a r d t o t h e n o n v e r b a l b e h a v i o r ( 9 ) . Or i t may s e n s i t i z e

t h e s u b j e c t t o t h a t t y p e o f b e h a v i o r t hus p r o m o t i n g an

i n c r e a s e i n t h e b e h a v i o r when t h e s u b j e c t i s pu t i n t o a

s i t u a t i o n where t h e b e h a v i o r may be m a n i f e s t e d ( 8 ) .

Lovaas 1 e x p l a n a t i o n i n t h e s e terms seems d u b i o u s . To s t a t e

t h a t an o r g a n i s m i s s e n s i t i z e d t o a c e r t a i n b e h a v i o r o n l y

i n d i c a t e s t h a t i t has been exposed t o a p a r t i c u l a r s e t o f

s t i m u l i and t h a t c e r t a i n b e h a v i o r p a t t e r n s have a p r o b a b i l i t y

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12

o f o c c u r r i n g . His e x p l a n a t i o n is more d e s c r i p t i v e than

e x p l a n a t o r y . However, these p o s s i b i l i t i e s a re s t i l l i n

the rea lm o f s p e c u l a t i o n . There has not been enough

s c i e n t i f i c i n v e s t i g a t i o n i n t o these areas t o make any

c o n c l u s i v e s t a t e m e n t s . In f a c t , i t has not been f i r m l y

e s t a b l i s h e d t h a t one may c o n t r o l nonverba l behav io r by

c o n t r o l l i n g o r m a n i p u l a t i n g ve rba l b e h a v i o r . The

impor tance o f t h i s aspec t o f human behav io r and t h e l ack

o f s t u d i e s d e a l i n g w i t h i t has led t o the p resen t s t u d y .

The p resen t s tudy was des igned t o p r o v i d e da ta b e a r i n g

on t he q u e s t i o n o f t he r e l a t i o n s h i p between ve rba l and

nonverba l b e h a v i o r . And, in p a r t i c u l a r , t o see i f i t i s

p o s s i b l e t o c o n t r o l human nonverba l behav io r t h rough t h e

m a n i p u l a t i o n o f ve rba l b e h a v i o r . The b e h a v i o r t o be

i n v e s t i g a t e d in t h i s s tudy is s o c i a l i n t e r a c t i o n . S p e c i f i c a l l y ,

t h e amount o f s o c i a l i n t e r a c t i o n m a n i f e s t e d by group

members toward t h e i s o l a t e o f the group w i l l be r a i s e d

above a b a s e l i n e r a t e . The amount o f s o c i a l i n t e r a c t i o n

m a n i f e s t e d by t h e group members w i l l be r a i s e d by r e i n -

f o r c i n g p o s i t i v e s ta tements about the i s o l a t e . Statements

about s o c i a l i n t e r a c t i o n w i t h t he i s o l a t e w i l l a l s o be

r e i n f o r c e d .

The terms s o c i a l i n t e r a c t i o n and i s o l a t e w i l l be

o p e r a t i o n a l l y d e f i n e d . Both terms w i l l be d e f i n e d b e h a v i o r a l l y .

The te rm s o c i a l i n t e r a c t i o n w i l l be d e f i n e d as any response,

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13

by any member of the group, that promotes or maintains

verbal or nonverbal behavior between two or more subjects,

The term isolate will be defined as the subject with the

least amount of social interaction. The amount of social

interaction will be determined by using a time sampling

technique as illustrated by Bock (3).

The methodological procedures and statistical design

used to reach these ends will be presented in detail in

Chapter II of this paper.

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CHAPTER BIBLIOGRAPHY

1. Bern, Daryl J., Harlan L. Lane, and David M. Carlson, "A Relation Between Nonverbal and Verbal Behavior in Children: Control of Food Consumption by Reinforcing or Presenting Statements About Food," The Worm Runner's D i qest, VI, (March, 1964), 6-15.

2. Birch, David, "Verbal Control of Nonverbal Behavior," Journal of Experimental Child Psychology, IV, (November, 1966), 266-275.

3. Bock, R. Darrel1, "A Synthesis of Time Sampling and Sociometric Testing," Sociometry, XV, (August-November, 1952), 263-271.

4. Festinger, Leon, A Theory of Coqn i t i ve D i ssonance, Evans ton, Illinois, Row, Peterson and Co., 1957.

5. Greenspoon, Joel, "The Reinforcing Effect of Two Spoken Sounds on the Frequency of Two Responses," American Journal of Psychology, LXVIli, (September, 1955), 409-416.

6. Lovaas, 0. Ivar, "Control of Food Intake In Children by Reinforcement of Relevant Verbal Behavior," Journal of Abnormal and Social Psychology, LXVI I I , (June, 1S^T4), 072-678.

7' , "Cue Properties of Words: The Control of Operant Responding by Rate and Content of Verbal Operants," Child Development, XXXV, (March, 1964), 245-256.

8* . , "Effect of Exposure to Symbolic Aggression on Aggressive Behavior," Child Development. XXXII, (March, 1961), 37-44.

, "Interaction Between Verbal and Nonverbal Behavior," Child Development. XXXII, (June, 1961), 329-336.

10. Morgan, Clifford T. and Richard A. Kinq, Introduction to Psychology, 3rd ed., St. Louis, McGraw-Hill B00FC0.7"!966.

11. Page, Monte M., "Social Psychology of a Classical' Conditioning of Attitudes Experiment," Journal of Personality and Social Psychology, XI, (February, 1969), 17 7"" 186,

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!5

12. Scott, William A., "Attitude Change Through Reward of Verbal Behavior," Journal of Abnormal and Social Psychology, LV, (July, 1957), 72-75.

13. Skinner, B.F., Verbal Behavior, New York, Appleton-Century-Crofts, Inc., 1957.

14. Ullmann, Leonard P., Leonard Krasner, and Beverly J. Collins, "Modification of Behavior Through Verbal Conditioning, Journa1 of Abnorna1 and Socia 1 Psycholoqy, LXI I, (January, 1961), 128-132.

15. Weiss, Robert F., "A Delay of Argument Gradient in the Instrumental Conditioning of Attitudes," Psychonomic Science, VII, (August, 1967), 457-458.

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CHAPTER I I .

METHOD

Sub]ects.--The subjects for the present experiment were

20 kindergarten pupils. They were enrolled at North Texas State

University Lab School at the time of the experiment. The

age range of the subjects was from 5.0 years to 6.5 years with

a mean age of 5.86 years. Half were male and half were female.

Subjects were divided into three groups consisting of

seven members in two groups and six members in one group. The

assignment of subjects to the three groups was accomplished

by referring to a table of random numbers (5). Group One

consisted of three males and three females. Group Two consisted

of three males and four females. Group Three consisted of

four males and three females. Groups One and Two were used

as the experimental groups and Group Three was used as the

control group. All treatments were run in the morning hours,

the approximate time being between 8:30 a.m. and 11:00 a.m.

•AP-P§_r.§^•"~Ths apparatus used in the present experiment

consisted of three items: a Kodak Slide Projector with screen

and remote controls, a Wollensak Tape Recorder with two tape

reels and remote controls, and candy. The slide projector

contained only one slide, a picture of the isolate. The slide

projector was run by the experimenter by means of a remote

control device.

16

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The tape recorder was equipped with two tape reels. The

first reel was played to Group One and the second was played

to Group Two. The first reel contained 25 statements about

the subject who had the least amount of social interaction,

i.e., the isolate, or statements about interaction with the

isolate. The statements were so designed that the subject

was required to respond verbally to the statements. The tape

reel was not advanced from statement to statement until the

subject responded to the statement put to him. For a written

transcript of the statements presented to the subjects in

Group One, see pages h8 and kS of the appendix section of this

paper.

The second tape reel contained 25 statements about the

isolate or statements about interaction with the isolate. The

statements were so designed that no verbal response was

necessary. The reel advanced from statement to statement -

automatically after each statement. For a written transcript

of this tape reel, see pages 50 and 51 of the appendix section

of this paper.

No special tape reel or slides were made for Group Three

because they did not take part in the actual experimental

t reatment.

Candy was used as a reinforcing agent. All apparatus was

set up in a room at the North Texas State University Lab School

Initial social Interact ions.--Each g r o Up of subjects was

put in a free play situation. By free play situation is meant,

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18

the children were placed In an unstructured play situation

with limited adult supervision. The groups were seen one at

a time. During the free play situation observers, which

included the experimenter and two assistants, made notations

on which children were interacting. Interacting was defined

as "...speaking together, doing something cooperatively, or

in some way having attention fixed on one another" (2, p. 266).

The observers followed the following procedures in making

their observations. The observers checked the children every

15 seconds for 30 minutes to see if they were interacting.

This equaled a total of 120 separate observations per day. The

number of times a subject was found to be interacting was

divided into the maximum number of times he could have been

interacting, yielding a percentage of time spent in social

interaction. (Ex. Subject found to be interacting 60 times

•out of a possible 120 times obtains an interaction percentage

of 50%). The subject with the lowest social interaction

percentage was defined as the "isolate" of the group. To be

sure that the isolate on any given day, based on this method,

might not have occurred as the result of chance, the procedure

was carried out for three days. This produced a total of

360 separate observations of each group. In this manner, a

stable baseline was established for each group.

-P.! f r-§JlLljll .treatment. - - Af ter the isolate had been

determined for Group One, the remaining five members of Group

One were exposed to tape reel No. 1. The subjects were seen

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19

on an Individual basis. Each subject was brought by the

experimenter from the subject's classroom to the room containing

the tape recorder, slide projector, and screen. The experi-

menter then read the instructions. The instructions were

modeled after those used by Bern, Lane, and Carlson (1) for

this type procedure. The instructions read to the subjects

were as follows:

I am going to show you a picture of Melinda and ask you some questions about her. Every time you answer the right way, you will win a piece of candy. If you don't answer a question, the machine (tape recorder) wi11 just wait until you do answer it. If you don't answer right away, the machine may ask you the same question again so you can try to give the right answer and win the candy. I shall start the machine now. Are you ready?

The reinforcement was contingent upon the subject saying any

positive statement about interaction with the isolate.

After the tape reel had been completed, the experimenter

told the subject what a good job he had done. The experimental

procedure lasted six minutes per subject if no questions had

to be repeated.

The above procedure began on a Monday and ran through

Friday. Weekends were omitted as treatment days. The procedure

lasted for 15 days. On every third day, or days 3, 6, 9, 12,

and 15, a probe technique was used to determine the amount of

social interaction being exhibited by the members of the group.

By probe is meant an exact duplication of the technique used

to derive the baseline (3). Thus, a social interaction percentage

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was obtained for the Isolate and the remaining members of

the group.

After the isolate is determined for Group Two, the remaining

six members of Group Two were exposed to tape reel No. 2. The

subjects were seen on an individual basis. The experimenter

brought each subject from his classroom to the room which

housed the apparatus. The experimenter then read the

instructions to the subject. The instructions were modeled

after those used by Bern, Lane, and Carlson (1). The instructions

read to the subjects of Group Two were as follows:

I am going to show you a picture of Virginia and tell you something about her. I want you to sit very quietly and listen to the things the machine (tape recorder) is going to tell you. The machine will only say things one time so listen carefully. I shall start the machine now. Are you ready?

There was no verbal response required of the subjects, and no

reinforcement was given.

After the tape reel had been completed, the experimenter

told the subject that was all for today. This was done in a

matter-of-fact manner. The subject was then lead back to his

classroom by the experimenter. The experimental procedure

lasted four minutes per subject.

The above procedure began on a Monday and continued through

Friday. Weekends were omitted as treatment days. The procedure

lasted for 15 days. On every third day, or days 3, 6, 9, 12,

and 15, a probe technique was used to'determine the amount of

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21

social interaction being exhibited by the members of the group.

By probe is meant an exact duplication of the technique used

to derive the baseline (3). Thus, a social interaction per-

centage was obtained for the isolate and the remaining members

of the group.

After the isolate was determined for Group Three, all

members of Group Three were returned to a "class-as-usual" status.

They received no experimental treatment whatsoever, thus

rendering them the control group. On days 3, 6, 9, 12, and 15,

a probe technique was used to determine the amount of social

interaction being exhibited by the members of the group. By

probe is meant an exact duplication of the technique used to

derive the baseline (3). Thus, a social interaction percentage

was obtained for the isolate and the remaining members of the

group.

Group One and Group Two were always run on the same days

so that both groups started and finished the experimental

treatment on the same day, while Group Three received no treatment

The members were observed at free play on the same days as

were Group One and Group Two.

When the isolates from Group One and Group Two were due

to receive the experimental treatments, they were shown slides

of themselves and asked several questions of a demographic

nature. A written text of these questions is shown in the

appendix section of this paper on page 52. After viewing the

slides, both were taken back to their classroom by the experi-

menter. This was done in a matter-of-fact manner.

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Treatment of Data--The treatment of data derived from

the baseline procedures and the probe procedures was handled

in two ways. First, it was determined whether the social

interaction of the isolate increased relative to the other

members of the group. Secondly, it was determined whether

the type of experimental procedures had any effect on the

amount of social interaction manifested by each of the isolates

To determine whether the amount of social interaction

manifested by the isolate increased relative to the rest

of the members in the group, the following procedure was used.

An average social interaction percentage was derived for each

group with the exception that the isolate's score was not

included in the computation of the averages. This was done

for each day of the baseline and each day of the probes.

The averages were then compared to the isolate's social

interaction percentage on each of the appropriate days. The

results were then presented in graphic form.

The statistical treatment used to determine if the type

of experimental treatment used had any effect on the amount

of social interaction manifested by each of the isolates was

a single classification analysis of variance for repeated

measures (6, p. 105) and a Friedman two-way analysis of

variance by ranks (4, p. 166). The Friedman analysis of

variance by ranks was used because it was feared that some of

the assumptions underlying the single classification analysis

of variance for repeated measures might have been violated.

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Before the data, which were inpercentages, could be

dealt with effectively, it had to be transformed into

deviation scores. The following procedure was used to

accomplish this end. An average social interaction percentage

was derived for the group. The isolate1s social interaction

percentage was not used in the computation of the average.

The isolate's data was then subtracted from the average

social interaction time yielding a deviation score. Deviation

scores were obtained for each day of baseline as well as each

of the probe days. This was done for all three groups.

These deviation scores were sufficient when used for

computation in the single classification analysis of variance

for repeated measures. However, they were not sufficient

to use with the Friedman two-way analysis of variance by

ranks and had to be transformed still further. To accomplish

this, the deviation scores were ranked. The largest

absolute deviation score receiving a rank of one, the next

largest a rank of two, and so on until all deviation scores

for each individual group had been ranked.

The results of the statistical treatments are presented

in detai1 in Chapter III.

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CHAPTER BIBLIOGRAPHY

1. Bern, Daryl J., Harlan L. Lane, and David M. Carlson, "A Relation Between Nonverbal and Verbal Behavior in Children: Control of Food Consumption by Reinforcing or Presenting Statements About Food," The Worm Runner's D?qest, VI, (March, 1964), 6-15.

2. Bock, R. Darrel1, "A Synthesis of Time Sampling and Sociometric Testing," Sociometry, XV, (August-November, 1952), 263-271.

3. Sidman, Murray, Tact i cs of Sci ent if ic Research, New York, Basic Books, Inc., I960.

k. Si egel, S i dney, Nonparametr? c Stat i st i cs for the Behavior Sciences, New York, McGraw Hill Book Co., 1956.

5. Underwood, Benton J., Experimental Psychology, 2nd ed., New York, App1eton-Century-Crofts, Inc., 1966.

6. Winer, B. J., Stat i stical Pri ncipl es j_n Exper i mental Pes i gn, New York, McGraw-Hill Book Co.", 1962.

2h

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CHAPTER I I i

RESULTS

The results of the comparison of the average group social

interaction percentage with the isolate's social interaction

percentage are revealed in Figures 1, 2, and 3, of the

appendix. An inspection of Figure 1 will disclose a rather

dramatic rise in the amount of time spent in social interaction

by the isolate in Group One between the last day of baseline

and the first day of the probes. Also it was noted that at

this time the' isolate had reached a plateau or asymptote

which lasted through the second probe or the sixth day of

treatment. Following this, the amount of time spent by the

isolate in social interaction began to decrease until it

returned to baseline.

Figure 2, of the appendix, also revealed a dramatic rise

in the amount of time spent by the isolate of Group Two in

social interaction. However, no plateau was found in the

data derived from Group Two. After the amount of time spent

in social interaction reached a peak on the first probe day,

it began an immediate fall back to the baseline level.

It can also be seen in Figure 3, of the appendix, that

the control group produced no rise in the amount of time

spent by the isolate in social interaction, relative to the

25

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26

rest of the group. The position of the isolate with respect

to the rest of the group remained fairly constant throughout

the experimental period.

Further noted from a comparison of Figures 1, 2, and 3,

of the appendix, is the fact that all three groups showed a

rise in the amount of social interaction manifested by their

members. Also, Groups Two and Three appeared to have the most

stable rates of social interaction. Group Three had the

highest level of social interaction averaging 82.50% of their

time being spent in social interaction as opposed to 78.50%

for Group One and 76.50% for Group Two.

A graph of the absolute differences between the isolate's

social interaction percentage and the mean social interaction

.percentage of the remaining members of the group is presented

in Figure k of the appendix. As can be seen in Figure 4,

the isolate of the control group differs very little from

the mean of the remaining members of the group. The isolates

in the two c;xperimenta 1 groups differ quite a bit from their

respective groups, however. It is from this data that the

analysis of variance tests were computed.

Tables I, II, and III, of the appendix, reflect the

means and standard deviations for each group on each day of

the baseline procedures. Tables IV, V, and VI, of the appendix,

reflect the means and standard deviations for each group on

each of the days the probe procedure was used. From this data

it was noted that Group Two had the widest range of scores as

reflected by the large standard deviations obtained for this group

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27

Results of the single classification analysis of variance

(2, p. 105) of overall increases in isolate's social

interaction percentages are presented in Table VII of the

appendix. The F-ratio obtained was significant at the .05

level. Also, the results of the Freidman two-way analysis

of variance by ranks (1, p . 166) were significant at the

.05 level. Thus suggesting that the amount of time spent

by each isolate in social interaction was dependent upon the

type of experimental treatment he was receiving.

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CHAPTER BIBLIOGRAPHY

S i egel, S idney, Nonparametri c Stat i st i cs for the Behavior Sci ences, New York, McGraw Hill Book Co., 1956.

Winer, B. J., Statistical Principles in Experimental Design, New York, McGraw-Hill Book Co., 19&2.

28

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CHAPTER IV

DISCUSSION AND CONCLUSIONS

R e s u l t s o f t h e p r e s e n t s t u d y s u p p o r t e d t h e a s s u m p t i o n

t h a t v e r b a l b e h a v i o r can c o n t r o l o r a t l e a s t i n f l u e n c e i t s

n o n v e r b a l b e h a v i o r a l c o u n t e r p a r t . In each o f t h e e x p e r i m e n t a l

g roups t h e amount o f s o c i a l i n t e r a c t i o n m a n i f e s t e d by t h e

i s o l a t e was s u b s t a n t i a l l y i n c r e a s e d o v e r a b a s e l i n e r a t e . T h i s

was n o t t r u e f o r t h e i s o l a t e i n t h e c o n t r o l g roup w h i c h d i d

no t i n c r e a s e i n amount o f s o c i a l i n t e r a c t i o n m a n i f e s t e d

r e l a t i v e t o t h e r e s t o f t h e g r o u p . S o c i a l i n t e r a c t i o n

p e r c e n t a g e s f o r t h e i s o l a t e s i n b o t h e x p e r i m e n t a l g roups d i d

no t rema in c o n s t a n t a f t e r t h e i r i n i t i a l r i s e b u t r e t u r n e d t o

• the b a s e l i n e r a t e by t h e t i m e t h e l a s t p robe was made. I t

was no ted f r o m t h e d a t a p r e s e n t e d i n F i g u r e s 1 and 2 , o f t h e

a p p e n d i x , t h a t Group Two showed t h e most d r a m a t i c r i s e i n t h e

r a t e o f t h e b e h a v i o r and Group One s u s t a i n e d t h e change i n

b e h a v i o r ove r a l o n g e r p e r i o d o f t i m e . As p r e v i o u s l y s t a t e d ,

Group One was t h e group t h a t was r e i n f o r c e d f o r s a y i n g

p o s i t i v e s t a t e m e n t s abou t t h e i s o l a t e ; and Group Two was

t h e group t h a t was exposed t o p o s i t i v e s t a t e m e n t s about t h e

i s o l a t e . Group T h r e e , t h e g roup t h a t r e c e i v e d no e x p e r i m e n t a l

t r e a t m e n t a t a l l , showed no such changes i n t h e i s o l a t e ' s

b e h a v i o r when compared t o t h e r e m a i n i n g members o f t h e g r o u p .

These r e s u l t s , a l o n g w i t h t h e s t a t i s t i c a l l y s i g n i f i c a n t

29

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30

results from both the analysis of variance tests, suggest

that the method of treatment had a definite effect on the

amount of social interaction that was being manifested by

the isolate. An inspection of Figure 2, of the appendix,

will further indicate that Group Two showed the most change

in the behavior of the isolate. However, the data from Group

Two may be inflated due to the fact that on the last day of

probe the isolate fell far below baseline, thus increasing

the amount of absolute change. Such data suggest that the

more direct method of treatment produces the quickest change

in the rate of occurance of the behavior. It was also noted

from the data in Figures 1, 2, and 3, of the appendix, that

all three groups increased in the amount of social interaction

being manifested by the group members. Further, Group Three,

the control group, showed the most increase in the amount of

social interaction manifested by the group members. The data

here suggest that all three groups were affected by some

extraneous variable. Nevertheless, this variable did not

.affect the scores of the isolate relative to the rest of the

group.

The research literature reviewed in Chapter I tends to

agree with the findings of the present study. The work done

by Lovaas (6, 8) and Bern, Lane, and Carlson (1) lead to the

expectation that the nonverbal behavior would be able to be

manipulated by its verbal counterpart. The data from the

present study substantiate this point. Also, the study of

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31

the effects of the exposure to aggression on the rate of

aggressive behavior conducted by Lovaas (7) has been strengthened

by the results of the data from Group Two.

Several of the results obtained in the present study need

further explanation and elaboration. One such result that

needs further explanation is the fact that the amount of

social interaction manifested by the isolate did not remain

constant after it reached asymptote but returned to baseline.

One would expect it to remain fairly constant in at least

Group One, which continued to be reinforced the entire experi-

mental period. One possible explanation for the occurrence

of this phenomenon in Group One is as follows. For a behavior

to be maintained or increased it has to be reinforced (k).

If the reinforcement is taken away, then the behavior will

extinguish. This may have happened in Group One. The isolate

may be considered to be the reinforcement for the behavior of

interaction with the isolate. It can be assumed that by

reinforcing verbal statements about interaction with the isolate

the amount of interaction did initially rise. However, it

is possible that the members of the group found playing with

the isolate not to be rewarding or reinforcing. Thus the

behavior of playing with the isolate extinguished. The fact

that the group members found the interaction with the isolate

not to be consistent with their verbal behavior about interaction

with the isolate, i.e., fun, rendered the reinforcement of

the verbal behavior ineffective in controlling or maintaining

the behavior during the latter stages of the experiment.

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The explanation for the occurrence of the phenomenon in

Group Two is essentially the same. The members of the group

found that playing with the isolate was not rewarding or

reinforcing; thus the behavior extinguished. Further, since

they were not being reinforced for their verbal statements

about interaction with the isolate but merely being instructed

that interacting with the isolate was fun, the behavior

extinguished even more rapidly than in Group One.

Another finding that needs further explanation is the

fact that Group Two showed the most dramatic rise in the rate

of social interaction manifested by the isolate. As pointed

out by Birch (2) most children respond rather rapidly to

the commands of an adult.. It is due to this fact that the

children of Group Two reacted so dramatically to the

instructions stating they liked to play with the isolate. But,

as mentioned earlier, they found playing with the isolate not

to be rewarding, thus causing the behavior to extinguish. The

children in Group One were not exposed to exactly the same

situation. They were only indirectly told to play more with

the isolate, i.e., reinforced for saying they like to play

with the isolate. As noted in the data from this group, the

increased rate of social interaction with the isolate was

sustained over a longer period than in Group Two.

One finding which still remains a puzzle to the experimenter

is why all groups, and especially the control group, increased

in the amount of social interaction manifested by the group

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33

members. It is possible that there was some initial shyness

among the members of the group which caused the baseline to be

irregular. Also, the idea of being observed might have caused

some anxiety in some of the children; thus retarding the amount

of activity being manifested by the children hence, lowering

the level of social interactions. To avoid this possibility,

however, the experimenter and two assistants spent three days

prior to the baseline days in the classroom getting to know

the children. Another possible explanation is that the

children grew to enjoy their break from the classroom routine

and began to play more and began their play more quickly,

thus causing the amount of interactions among the children to

increase. Or perhaps some unknown external variable entered

in to confound the data derived after the second day of

baseline observations. This is doubtful, however. A fifth

possible explanation is the study was influenced by the

occurrence of the Hawthorne Effect. By this is meant that

the children simply knew they were part of an experiment and

this may have caused their interaction level ot increase.

Nevertheless, it is to be remembered that the results of the

observations did indicate that the social interaction of the

isolates, in Groups One and Two, did increase relative to the

rest of the group. The control group saw no such increase in

the amount of social interaction manifested by the isolate

relative to the rest of the group. Also, the results of the

analysis of variance tests were significant even with this

unexplained rise.

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3h

The findings of the present study have several possible

implications for the science of psychology, especially

clinical psychology. If by manipulating verbal behavior one

can control or at least influence its nonverbal behavioral

counterpart, then a therapist might be able to control the

behavior of a patient by reinforcing his verbal behavior.

The therapist would have to find a way to reinforce verbal

statements about stopping the ma 1adaptatIve behavior or

reinforce statements about behavior that is the opposite of the

maladaptative behavior. Also, the therapist must make sure

that the new behavior is more reinforcing to the individual

than the ma 1adaptative behavior or it will extinguish. Once

the therapist has produced a rise in the rate of the desired

behavior, more orthodox methods may be used to firmly secure

the behavior, in the patient's response repertoire. The

possibility exists that a therapist may actually be promoting

or maintaining ma 1adaptative behavior which he is trying to

eliminate by inadvertently reinforcing verbal behavior about

the ma 1adaptat i ve behavior. Letting the patient talk out

his problem may actually be maintaining it.

Bern, Lane, and Carlson (1) point out that this method

of controlling nonverbal behavior may not work with older

subjects. They discovered a phenomenon which they called

countercontrol, in which older subjects did the exact opposite

of what they were reinforced for saying. Hence, the usefulness

of the findings of these studies (I, 6, 8) for clinical

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35

psycho logy may be l i m i t e d by t h e age group w i t h wh ich one

wi shes t o work .

The r e s u l t s o f t h i s s tudy may a l s o have impor tance f o r

o r g a n i z a t i o n s such as Con tac t , He lp , and S u i c i d e P r e v e n t i o n .

These a re o r g a n i z a t i o n s i n wh ich the p a t i e n t c a l l s up a

worker and t a l k s over h i s p rob lems. A s k i l l f u l worker shou ld

be a b l e t o m a n i p u l a t e t h e c a l l e r ' s ve rba l behav io r much i n

t h e same way as Greenspoon (5) d i d i n h i s 1955 expe r imen t .

By c o n t r o l l i n g t he c a l l e r ' s ve rba l behav io r i n t h i s manner,

i t may be p o s s i b l e t o e x e r c i s e some c o n t r o l over h i s nonverba l

b e h a v i o r . However, an i nexpe r i enced worker c o u l d p o s s i b l y

i nc rease the ma 1 a d a p t a t i v e behav io r by a l l o w i n g the c a l l e r

t o t a l k about i t and p o s s i b l y get r e i n f o r c e d . In an o r g a n i z a t i o n

such as S u i c i d e P r e v e n t i o n t h i s c o u l d be q u i t e d i s a s t e r o u s !

A l s o , the " g r e a t movie" wh ich emphasizes v i o l e n c e ,

t h a t leaves peop le t a l k i n g about i t f o r weeks, has r e c e i v e d

growing c r i t i c i s m in recen t y e a r s . Most o f the c r i t i c i s m

has s t a t e d t h a t these movies i nc rease the chances f o r t h e

occu r rence o f v i o l e n c e i n everyday l i f e . The p resen t s tudy

i s in agreement w i t h these c r i t i c i s m s . Lovaas (7) has shown

t h a t exposure t o a p a r t i c u l a r behav io r w i l l o f t e n i nc rease t h a t

b e h a v i o r . I t i s l o g i c a l t o assume t h a t t o t a l k about a

behav io r and be exposed t o the behav io r w i l l p robab ly i nc rease

the chances o f i t s o c c u r r e n c e . The data f rom the p resen t

s tudy a re congruen t w i t h and suppor t these i deas . These

ideas are s t i l l i n the rea lm o f s p e c u l a t i o n . Obv ious l y much

more research a long these l i n e s needs t o be done.

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In c o n c l u s i o n , t h e p resen t s tudy suppor t s t h e assumpt ion

t h a t t he r e l a t i o n s h i p wh ich e x i s t s between ve rba l behav io r and

i t s nonverba l b e h a v i o r a l c o u n t e r p a r t i s a l ea rned one. For

most peop le i f a c e r t a i n ve rba l behav io r i s r e i n f o r c e d , thus

i nc reased , i t s nonverba l c o u n t e r p a r t w i l l a l s o show a r i s e .

The beg inn ings o f t h i s phenomenon can be t r a c e d back t o c h i l d -

hood when one was p r a i s e d f o r not l y i n g , keep ing ve rba l and

nonverba l behav io r i n agreement, and pun ished f o r hav ing some

d i sc repancy between the two. The s tudy has p o i n t e d ou t

f u r t h e r t h a t i f t h e i n d i v i d u a l does not f i n d t he nonverba l

behav io r c o n s i s t e n t w i t h the ve rba l b e h a v i o r , t he r e l a t i o n s h i p

between the two behav io rs w i l l b reak down. Th is p o i n t can

be seen r e a d i l y i n everyday l i f e s i t u a t i o n s . For example,

t he c h i l d who says how much he wants a puppy and how much

f u n i t w i l l be t o t ake ca re o f i t , o f t e n f i n d s the a c t u a l

t a k i n g care o f t h e puppy not t o be as much f un as he s a i d -

i t would be. Thus the behav io r o f c a r i n g f o r the puppy begins

an e x t i n c t i o n process and i t s ve rba l c o u n t e r p a r t i s no longer

e f f e c t i v e iri c o n t r o l l i n g t h e b e h a v i o r .

As d i scussed e a r l i e r i n t h i s paper , a s e r i o u s breakdown

i n t he r e l a t i o n s h i p between the two behav io rs is taken t o

be a symptom o f mental d y s f u n c t i o n i n g , i . e . , t he psychopa th i c

i n d i v i d u a l . I t i s c o n c e i v a b l e t h a t o t h e r mental i l l n e s s e s

may have t h i s breakdown between the r e l a t i o n s h i p between ve rba l

arKl nonverba l behav io r as one o f t h e i r p r e c i p i t a t i n g f a c t o r s .

Th i s is s t i l l i n the rea lm o f s p e c u l a t i o n and more research

needs t o be done b e f o r e any c o n c l u s i v e s ta tements may be made.

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The a b i l i t y t o wh ich one c o u l d g e n e r a l i z e these f i n d i n g s

i s r a t h e r good. The s tudy had some minor me thodo log i ca l

problems wh ich cou ld be r a t h e r e a s i l y s o l v e d . For example,

a longer b a s e l i n e p e r i o d would he lp in t he accuracy o f t he

d a t a . A l s o , us ing c h i l d r e n who knew each o t h e r b e f o r e the

exper iment began migh t e l i m i n a t e some o f t he problems

encountered in t h i s s t u d y . As ment ioned p r e v i o u s l y t h e

f i n d i n g s o f t h i s s tudy have i m p l i c a t i o n f o r many areas o f

psycho logy . N e v e r t h e l e s s , b e f o r e any d e f i n i t e c o n c l u s i o n s

may be reached in t h i s area much more research needs t o be

done. Th is area has r e c e i v e d f a r t oo l i t t l e expe r imen ta l

i n v e s t i g a t i o n .

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CHAPTER BIBLIOGRAPHY

1. Bern, Daryl J., Harlan L. Lane, and David M. Carlson, "A Relation Between Nonverbal and Verbal Behavior in Children: Control of Food Consumption by Reinforcing or Presenting Statements About Food," The Worm Runner's Di qest, VI, March, 1964), 6-15.

2. Birch, David, "Verbal Control of Nonverbal Behavior," Journal of Experimental Child Psycholoqy, IV, (November, 1966), 2^5-275.

3. Bock, R D a r r e l l , "A Synthesis of Time Sampling and Sociometric Testinq," Sociometry, XV, (Auqust-November, 1952), 263-271.

4. Ferster, C. B. and Skinner, B. F., Schedu1es of Re? nforcement, New York, App1eton-Century-Crofts, Inc., 1957.

5. Greenspoon, Joel, "The Reinforcing Effect of Two Spoken Sounds on the Frequency of Two Responses," American Journal of Psychology, LXVI II , (September, 1955) ,""409-416.

6. Lovaas, 0. Ivar, "Control of Food Intake In Children by Reinforcement of Relevant Verbal Behavior," Journal of Abnormal and Soci al Psycholoqy, LXVIII, (June, 1964),

7. , "Effect of Exposure to Symbolic Aggression on Aggressive Behavior," Chi Id Development, XXXII, (March, 1961), 37-44.

» 111 nteract ion Between Verbal and Nonverbal Behavior," Child Development, XXXII, (June, 1961), 329-336.

38

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A P P E N D I X

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T A B L E I

SUMMARY OF MEAN AND STANDARD D E V I A T I O N FOR GROUP 1 B A S E L I N E PROCEDURES

B a s e l i ne Days Mean S tandard D e v i a t i o n

Day 1 60.50% 13.1913

Day 2 72.16% 17.3334

Day 3 83.90% 20.4261

TABLE 11

SUMMARY OF MEAN AND STANDARD DEVIATION FOR GROUP 2 BASELINE PROCEDURES

B a s e l i ne Days Mean S tandard D e v i a t i o n

Day 1 67.86% 17.9790

Day 2 68.57% 20.0864

Day 3 69.95% 24.7885

TABLE 111

SUMMARY OF MEAN AND STANDARD DEVIATION FOR GROUP 3 BASELINE PROCEDURES

B a s e l i n e Days Mean S tandard D e v i a t i o n

Day 1 69.28% 9 .3185

Day 2 71 .66% 13.7518

Day 3 72.78% 7.7990

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TABLE IV

SUMMARY OF MEAN AND STANDARD DEVIATION FOR GROUP 1 PROBE PROCEDURES

P robe Days Mean S t a n d a r d D e v i a t i o n

Day 1 77.16% 5 . 9 0 7 8

Day 2 91 .17% 1 0 . 1 7 0 6

Day 3 68 .47% 9 . 8 0 6 7

Day 4 83.16% 1 1 . 7 9 1 0

Day 5 73.55% 2 1 . 4 0 3 4

TABLE V

SUMMARY OF MEAN AND STANDARD DEVIATION FOR GROUP 2 PROBE PROCEDURES

P robe Days Mean S t a n d a r d D e v i a t i o n

Day 1 62 .50% 3 2 . 9 9 3 2

Day 2 81 .42% 14 .2795

Day 3 69 .38% 2 3 . 2 5 5 9

Day 4 78.19% 2 0 . 9 9 1 3

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TABLE VI

SUMMARY OF MEAN AND STANDARD DEVIATION FOR GROUP 3 PROBE PROCEDURES

P r o b e Days Mean S t a n d a r d D e v i a t i o n

Day 1 86 .42% 8 . 1 8 3 5

Day 2 74 . 09% 1 4 . 4 8 9 4

Day 3 88 .21% 5 . 6 4 3 4

Day 4 75.75% 1 9 . 7 5 2 5

Day 5 86 .79% 9 . 6 6 1 6

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TABLE VI I

ANALYSIS OF VARIANCE: OVERALL INCREASE IN ISOLATE SOCIAL INTERACTION PERCENTAGES

43

Source o f V a r i a t i o n SS i f MS F*

Between Groups 1144.03 2 572.01

W i t h i n Groups 2042.84 12 170.23

T reatment 1468.24 4 367•06 5.11

Res i dua1 574.60 8 71 .82

T o t a l 3186.87 14 227.63

*P= < . 0 5

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kk

100-

90

80-

70-

C o

S 60 fD L-

<D C

- 50 (0 #u o t/)

— 40 (D E

<4-

° 30 (D CD <0 •M C 0)

" 20 <u Q_

10

0

B a s e l i ne P robes

-q I s o l a t e

..© Group

B 1 B, B. '2 " 3 - 1 2 3

Days o f T r e a t m e n t

F i g . 1--Mean S o c i a l I n t e r a c t i o n P e r c e n t a g e s : One and I s o l a t e Group One

W r 5

T o t a l Group

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100 ,

9C

8C

7C

§6C +J

o fD

<D 4-J C 50

05 U O

00 '40

0) E

30 O cu cn fts •M §2a o L. <u a.

1C

45

Baseli ne

B-

Probes

O Isolate

^ Group

2 B3 P,

Days of Treatment

T Fi9; Mean Social Interaction Percentaaes • Two and Isolate Group Two rercentages,

^ 5

Total Group

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ke 100

90

80

70

c O 4-J o fD L. 0) -p c

60

50

fD U o m

' 0

0) E

<+~ 30 o o> cn fD -M

§20 s_

a> Q_

1 0 -

0

B a s e l i ne Probes

B B B.

I s o l a t e

_© Group

2 "3 ' 1

Days o f T rea tmen t

P2

-ru f r ' 9 j ^ - -Mean S o c i a l I n t e r a c t i o n Pe rcen taqes ' Th ree and I s o l a t e Group Three '

r i r 4 5

Tota l Group

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47

50-

40"

30-

to Q) U C 0) k. <D it 2 0

o 0) •M 3

o CO JQ <

10

^ Group 1

^ Group 2

^ Group 3

p4 Days of Treatment

Fig. 4 Absolute differences between isolate percentage and the mean percentage of the remaining members

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48

GROUP ONE ISOLATE QUESTIONS

1. Who is this?

2. Are you and Melinda friends?

3. Is playing with Melinda more fun than playing by yourself?

4. Which is more fun, playing with Melinda or doing homework?

5. Which would you rather do, go to the movies with Melinda or go by yourself?

6. Would you like to go to the lake with Melinda?

7. What would be more fun, going to the park with Melinda or taking a nap?

8. Would you loke to go swimming with Melinda or qo to the doctor?

9- Which do you like best, Melinda or rainy days?

10. Would you like to go to Six Flags with Melinda or by yourself?

11. Would you like to go to the zoo with Melinda or stay at home?

12. Which is more fun, playing with Melinda or staying at home by yourself?

13. Which is more fun, playing with Melinda or playing with someone else?

14. Which is more fun, playing with Melinda or washinq the dishes?

15. Isn't playing with Melinda more fun than going to bed early?

16. Do you like Melinda?

17* Which is mo re fun, watc h i ng car toons with Melinda or qo i na to school? 3 9

18. WouId you rather work with Melinda or with someone e 1 s e *

19. Which would you rather do, fingerpaint with Melinda or bv yourself? 1

20. Which is more fun, eating lunch with Melinda or eatinq lunch with someone else?

Fig. 5~~Transcript of Tape Reel One

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ks

21. What wou ld be more f u n , g i v i n g a puppe t show w i t h M e l i n d a o r by y o u r s e l f ?

22. Which wou ld you r a t h e r do , p l a y b a l l w i t h M e l i n d a o r w i t h someone e l s e ?

23. Is p l a y i n g on t h e sw ings more f u n w i t h M e l i n d a o r by y o u r s e l f ?

24 . Is c o l o r i n g more f u n w i t h M e l i n d a o r by y o u r s e l f ?

25 . I f you had t o w a l k home, wou ld you r a t h e r w a l k w i t h M e l i n d a o r by y o u r s e l f ?

F i g . 5~~Con t i nued

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50

GROUP TWO ISOLATE QUESTIONS

1. T h i s i s V i r g i n i a .

2 . You and V i r g i n i a a r e f r i e n d s .

3 . P l a y i n g w i t h V i r g i n i a i s more f u n t h a n p l a y i n g by y o u r s e l f .

U. P l a y i n g w i t h V i r g i n i a i s more f u n t h a n d o i n g homework.

5 . I t i s more f u n t o go t o t h e movies w i t h V i r g i n i a t h a n by y o u r s e l f .

6 . I t i s more f u n t o go t o t h e l a k e w i t h V i r g i n i a t h a n by y o u r s e l f .

7 . I t i s more f u n t o go t o t h e p a r k w i t h V i r g i n i a t h a n t o t a k e a nap.

8 . I t i s more f u n t o go swimming w i t h V i r g i n i a t h a n t o go t o t h e d o c t o r .

9 . V i r g i n i a i s b e t t e r t h a n r a i n y days .

10. I t i s more f u n t o go t o S i x F lags w i t h V i r g i n i a t h a n by y o u r s e l f . 1

11. I t i s more f u n t o go t o t h e zoo w i t h V i r g i n i a t h a n t o s t a y a t home. 7

12. I t i s more f u n t o p l a y w i t h V i r g i n i a t h a n t o s t a y a t home by y o u r s e l f .

13. I t i s more f u n t o p l a y w i t h V i r g i n i a t h a n t o p l a y w i t h someone e l s e .

14. I t i s more f u n t o p l a y w i t h V i r g i n i a t h a n t o wash t h e d i s h e s .

15. I t i s more f u n t o p l a y w i t h V i r g i n i a t h a n t o go t o bed e a r l y

16. You l i k e V i r g i n i a .

17. I t i s more f u n t o wa tch c a r t o o n s w i t h V i r g i n i a t h a n t o qo t o s c h o o l . y

18. I t i s more f u n t o work w i t h V i r g i n i a t h a n w i t h someone e l s e .

19. I t i s more f u n t o f i n g e r p a i n t w i t h V i r g i n i a t h a n by y o u r s e l f .

2°" somIone°e?se"n t 0 ^ 1 U n p H W'tH V i r9 I n i a t h a n t o e a t with

F i g . 6 - - T r a n s c r i p t o f Tape Reel Two

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5 1

21. I t i s more f u n t o g i v e a puppet show w i t h V i r g i n i a t h a n by y o u r s e l f .

22 . I t i s more f u n t o p l a y b a l l w i t h V i r g i n i a t h a n w i t h someone e l s e .

23 . I t i s more f u n t o p l a y on t h e sw ings w i t h V i r g i n i a t h a n by y o u r s e l f .

2k. I t i s more f u n t o c o l o r w i t h V i r g i n i a t h a n by y o u r s e l f .

25 . I t i s more f u n t o w a l k home w i t h V i r g i n i a t h a n by y o u r s e l f

F i g . 6 - - C o n t i n u e d

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52

DEMOGRAPHIC QUESTIONS FOR ISOLATES IN GROUP ONE AND GROUP TWO

1. Who is thi s?

2. How old are you?

3. When is your birthday?

4. Do you live in Denton?

5. Do you know your address?

6. Do you have any brothers or sisters?

Fig. 7--Transcript of questions put to isolate

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BIBLIOGRAPHY

Books

F e s t e r , C. B. and B. F. S k i n n e r , Schedu les o f Re? n f o r c e m e n t , New Y o r k , A p p 1 e t o n - C e n t u r y - C r o f t s , I n c . , 1957.

F e s t i n g e r , Leon, A Theory o f Coqn i t i ve D ? ssonance , Evans ton , I l l i n o i s , Row, P e t e r s o n and Co . , 1957.

Morgan, C l i f f o r d T. and R i c h a r d A. K i n g , I n t r o d u c t i o n t o P s y c h o l o g y , 3 r d e d . , S t . L o u i s , M c G r a w - H i l l Book C o . , 1966.

Sidman, M u r r a y , T a c t i c s o f S c i e n t i f i c Research , New Y o r k , B a s i c Books, I n c . , I 9 6 0 .

S i e g e l , S i d n e y , N o n p a r a m e t r i c S t a t i s t i c s f o r t h e B e h a v i o r Sci ences . New Y o r k , M c G r a w - H i l l Book Co . , 1956.

S k i n n e r , B. F . , Verba l B e h a v i o r , New Y o r k , A p p 1 e t o n - C e n t u r y -C r o f t s , I n c . , 1957.

Underwood, Beri ton J . , Exper i menta l Psycho l oqy , 2nd e d . , New Y o r k , A p p 1 e t o n - C e n t u r y - C r o f t s " I n c . , 1966.

W i n e r , B. J . , S t a t i s t i ca1 P r i nc i p1es i n E x p e r i m e n t a l D e s i g n . New Y o r k , M c G r a w - H i l l Book C o . , 1962.

A r t i c l e s

Bern, D a r y l J . , H a r l a n L . Lane, and Dav id M. C a r l s o n , " A R e l a t i o n Between Nonverba l and Verba l B e h a v i o r ' i n C h i l d r e n : Con t ro1 o f F00d Consumpt ion by R e i n f o r c i n g o r P r e s e n t i n g S ta temen ts About F o o d , " The Worm R u n n e r ' s D i g e s t , V I , (March , 1964 ) , 6 - 1 5 .

B i r c h , D a v i d , " V e r b a l C o n t r o l o f Nonverba l B e h a v i o r , " J o u r n a l — Exper i mentaj_ CjT_M_d Psycho logy , IV , (November, 1961T) , 2 75 <

Bock, R. D a r r e l ] , "A S y n t h e s i s o f Time Sampl ing and S o c i o m e t r i c T e s t i n g , " S o c i o m e t r y , XV, (Augus t -November , 1952) , 2 6 3 - 2 7 1 .

Greenspoon, J o e l , "The R e i n f o r c i n g E f f e c t o f Two Spoken Sounds on t h e Frequency o f Two Responses , " Amer ican J o u r n a l o f P s y c h o l o g y . L.XVI I I , (Sep tember , 1955 ) , - ffolFzfl"6

53

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Lovaas, 0. Ivar, "Control of Food Intake in Children by Reinforcement of Relevant Verbal Behavior," Journal of Abnormal and Social Psycholoqy, LXViI I, (June^ f955), 672-678.

"Cue Properties of Words: The Control of Operant Responding by Rate and Content of Verbal Operants," Child Deve1opment, XXXV, (March, 1964), 245-256.

"Effect of Exposure to Symbolic Aggression on Aggressive Behavior," Child Development, XXXI 1 , (March, 1961), 37-44.

, "Interaction Between Verbal and Nonverbal Behavior," Child Development, XXXII, (June, 1961), 329"336.

Page, Monte M., "Social Psychology of a Classical Conditioning of Attitudes Experiment," Journa1 of Personali ty and Soc i a 1 Psychology, XI, (February, 1969), 177-186.

Scott, William A., "Attitude Change Through Reward of Verbal Behavior," Journal of Abnormal and Social Psycholoqy, LV, (July, 1957), 72-75.

Ullmann, Leonard P., Leonard Krasner, and Beverly J. Collins, "Modification of Behavior Through Verbal Conditioninq," Journal of Abnormal and Social Psycholoqy, L X M , (January, 1961) , "128-132.

Weiss, Robert F., "A Delay of Argument Gradient in the Instrumental Conditioning of Attitudes," Psychonomic Science, VII, (August, 1967), 457-458.