Identifying Verbal Operants
Introduction
In 1957, B.F. Skinner published his book Verbal Behavior, in which he proposed a theory of language based on the principles of operant conditioning. Skinner argued that verbal behavior, like all behavior, is shaped by its consequences. He identified four basic types of verbal operants: mands, tacts, echoics, and intraverbals.
Mands
Mands are verbal operants that are emitted to obtain something desired. They are controlled by the deprivation or aversive state of the speaker and are typically followed by the presentation of the desired stimulus. For example, a child saying “I want juice” is a mand. The child is deprived of juice and emits the verbal behavior “I want juice” in order to obtain it.
Tacts
Tacts are verbal operants that are emitted in the presence of a specific object or event. They are controlled by the discriminative stimuli in the environment and are typically followed by reinforcement. For example, a child saying “dog” in the presence of a dog is a tact. The child sees the dog and emits the verbal behavior “dog” in order to receive reinforcement, such as praise or attention.
Echoics
Echoics are verbal operants that are emitted immediately after hearing another person say something. They are controlled by the verbal behavior of the speaker and are typically followed by reinforcement. For example, a child saying “dog” after hearing someone else say “dog” is an echoic. The child hears the word “dog” and emits the same word in order to receive reinforcement, such as social interaction.
Intraverbals
Intraverbals are verbal operants that are emitted in the absence of any immediate external stimuli. They are controlled by a history of reinforcement for emitting verbal behavior in similar situations. For example, a child saying “The dog is running” is an intraverbal. The child emits this verbal behavior based on their knowledge of dogs and running.
Review of Examples
The following table provides examples of each type of verbal operant:
| Example |
Verbal Operant |
Justification |
| I want a cookie |
Mand |
The speaker is deprived of cookies and emits the verbal behavior “I want a cookie” in order to obtain them. |
| What is that? |
Tact |
The speaker sees an object that they do not recognize and emits the verbal behavior “What is that?” in order to learn its name. |
| Dog |
Echoic |
The speaker hears someone else say “dog” and emits the same word in order to imitate them. |
| The dog ran away |
Intraverbal |
The speaker sees a dog running away and emits the verbal behavior “The dog ran away” based on their knowledge of dogs and running. |
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Benefits of Increasing Verbal Repertoires
Increasing a learner’s mand, tact, echoic, and intraverbal repertoires can have a number of benefits.
- Mands: Increasing a learner’s mand repertoire allows them to communicate their wants and needs more effectively. This can lead to increased independence and satisfaction.
- Tacts: Increasing a learner’s tact repertoire allows them to label the objects and events in their environment. This can improve their understanding of the world around them.
- Echoics: Increasing a learner’s echoic repertoire allows them to imitate the speech of others. This can help them to learn new words and improve their pronunciation.
- Intraverbals: Increasing a learner’s intraverbal repertoire allows them to generate their own verbal behavior. This can improve their communication skills and allow them to express themselves more creatively.
Conclusion
Skinner’s classification system of verbal operants provides a framework for understanding the different types of verbal behavior. By understanding these different types of verbal operants, we can better support learners in developing their communication skills.
