Analysis of the effects of questions and of the instructions on nonverbal behavior

Authors

  • Mariella Vasconcelos Nogueira Braga
  • Luiz Carlos de Albuquerque
  • Carla Cristina Paiva Paracampo

DOI:

https://doi.org/10.5380/psi.v9i1.3288

Keywords:

rule definition, instructional control, control by questioning

Abstract

This study was conducted with eight university students and sought to ascertain whether questions,  like instructions, might also control behavior. A matching-to-sample procedure with three comparison  stimuli was used. Each participant pointed to the three comparisons in a specific sequence. The correct  responses were reinforced on an FR6 schedule. In Condition 1, Phases 1 (baseline), 2, 3, 4 and 5  began with the following type of instruction: minimal, correspondent, stimulus arrangement, and  questioning and stimulus arrangement. In Condition II, the order of correspondent instructions and  questioning were reversed. The correspondent and questioning instruction correctly described the  contingencies in those phases where they were present. In addition, in the transition between Phases 2,  3, 4 and 5, a contingency change was introduced. It was observed that those questions that produced  behavioral reinforcement resulted in new behaviors and generated behavioral insensitivity to changes  in programmed reinforcement contingencies. This finding suggests that, similar to instructions,  questions may be considered as rules. However, in contrast to behavior control by questions,  instructional control tended to be less variable and more consistent in its effects.

Keywords: rule definition; instructional control; control by questioning.

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Published

2005-10-13

How to Cite

Braga, M. V. N., de Albuquerque, L. C., & Paracampo, C. C. P. (2005). Analysis of the effects of questions and of the instructions on nonverbal behavior. Interação Em Psicologia, 9(1). https://doi.org/10.5380/psi.v9i1.3288

Issue

Vol. 9 No. 1 (2005)

Section

Articles

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