University of Kansas.
J Appl Behav Anal. 1968 Winter;1(4):267-81. doi: 10.1901/jaba.1968.1-267.
Correspondence was developed between children's non-verbal and verbal behavior such that their non-verbal behavior could be altered simply by reinforcing related verbal behavior. Two groups of six children each were given food snack at the end of the day: for reporting use of a specific preschool material during free play (procedure A); and then only for reports of use which corresponded to actual use of that material earlier that day (procedure B). Initially, procedure A alone had little or no effect on the children's use of materials. Procedure B resulted in all of the children in one group actually using a specific material, and after repeating procedures A and B with this group across a series of different materials, procedure A alone was sufficient to significantly increase use of a specific material. Correspondence between verbal and non-verbal behavior was produced such that, in this group of 4-yr-old disadvantaged Negro children, "saying" controlled "doing" 22 or more hours later. In the second group, procedure B initially did not increase the use of a specific material; rather, the children's reports decreased so as to correspond to the intermittent use of the material. It appeared from subsequent procedures with this group that maintenance of a high level of reporting was crucial to the saying-then-doing correspondence seen in the first group.
孩子们的非言语行为和言语行为之间存在着对应关系，即通过强化相关的言语行为，可以简单地改变他们的非言语行为。两组各有六名儿童，每天在结束时都会得到零食：一组是因为在自由游戏中报告使用了特定的学前材料（程序 A）；另一组则是因为报告的使用与当天早些时候实际使用该材料相匹配（程序 B）。最初，仅程序 A 对儿童使用材料的影响很小或没有。程序 B 导致其中一组的所有儿童都实际使用了特定的材料，并且在对该组使用一系列不同的材料重复进行程序 A 和 B 之后，仅程序 A 就足以显著增加对特定材料的使用。言语和非言语行为之间产生了对应关系，以至于在这群 4 岁的处于不利地位的黑人儿童中，“说”控制了“做”，时间间隔为 22 小时或更长时间。在第二组中，程序 B 最初并没有增加特定材料的使用；相反，儿童的报告减少了，以对应于材料的间歇性使用。从随后对该组的程序来看，保持高水平的报告对于第一组中看到的“说然后做”对应关系至关重要。
