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| Verbal Behavior Special Interest Group (VB-SIG) Student Paper Winners Present Their Findings |
| Sunday, May 25, 2025 |
| 3:00 PM–3:50 PM |
| Marriott Marquis, M2 Level, Marquis Salon 7-10 |
| Area: VBC; Domain: Applied Research |
| Chair: Giulia Ferrazzi (University of Modena and Reggio Emilia - ABA ITALIA) |
| Discussant: Elizabeth M. Sansing (VIA Centers for Neurodevelopment) |
| CE Instructor: Rachel Thomas, Ph.D. |
| Abstract: The Verbal Behavior Special Interest Group (VB SIG) offers annual awards to support graduate students conducting empirical research that advances our understanding of the acquisition and development of verbal behavior. This symposium consists of three recent winners from the previous year, exploring innovative research related to public speaking, foreign language learning, and observational learning. The first study compared the effectiveness of two clicker training methods in reducing filler words and extraneous sounds during public speaking. The second study explored the impact of testing on the retention of foreign language vocabulary, specifically examining the effect of spaced practice tests with corrective feedback. The third study aimed to develop assessment and training procedures for observational learning component skills, focusing on a combination of learning contexts. Collectively, these studies highlight the importance of effective learning techniques and strategies in various domains, with implications for improving communication, language acquisition, and skill acquisition in diverse settings. |
| Instruction Level: Intermediate |
| Keyword(s): verbal behavior |
| Target Audience: Audience members should be familiar with the basic verbal operants outlined in Skinner's (1957) functional analysis of verbal behavior. |
Learning Objectives: 1. Attendees will be able to identify the differences between positive feedback and error correction via clicker training, and describe their respective effects on improving correct sentence emission in public speaking.
2. Attendees will be able to differentiate between free-operant and restricted-operant test trials, and explain their respective effects on retention outcomes in vocabulary learning.
3. Attendees will be able to define observational learning and differentiate it from generalized imitation, as well as be able to identify the component skills of observational learning. |
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| Evaluating Clicker Feedback as Positive or Corrective: A Preliminary Study for Public
Speaking |
| RACHEL THOMAS (Caldwell University; The Chicago School of Professional Psychology-Dallas), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Jason C. Vladescu (SUNY Downstate Health Sciences University), April N. Kisamore (Hunter College) |
| Abstract: Public speaking is a skill that may benefit career and academic advancement of people across different fields. One speaking behavior issue is using filler words and extraneous sounds. Although such speaking behaviors may be acceptable in everyday conversation, they are typically undesirable in professional and/or academic settings (Friman, 2014). The aim of the current study was to compare the efficacy of positive feedback versus error correction via clicker training on improving correct sentence emission with university students using pretest-posttest between-groups with control group and a randomized block design. A 3x2 mixed, factorial
ANOVA, a post hoc Tukey’s Honestly Significant Difference, and partial eta squared/Hedge’s g for effect size measurements showed significant differences in both correct sentence, filler words, and extraneous sound emission. Social validity survey results showed participants rated both types of clicker training highly, which provides evidence that it may be advantageous for practitioners to carefully discuss feedback types (i.e., pros and cons of each style) with their clients before using clicker training with public speaking. |
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| More is Not Always Better: The Testing Effect on Retention of Emergent Korean Vocabulary |
| JOHN ROGER WOODERSON (Lojic), Lewis A. Bizo (Charles Sturt University), Kirsty Young (University of Technology Sydney, Australia) |
| Abstract: Traditionally, testing is seen as a tool for assessing learning. However, research suggests it also enhances retention. Despite abundant research on the testing effect, its specific role in foreign language vocabulary learning remains unclear, particularly its effect on retention of emergent untrained verbal relations. To address this gap, the current study compared the retention outcomes of free-operant (fluency practice) and restricted-operant (accuracy practice) test trials with two English-speaking adults learning Korean vocabulary. Dependent variables included retention accuracy and response rates for emergent and directly trained vocabulary over a six-month period. Results from the first experiment revealed no functional relation between testing type and retention. However, the second experiment demonstrated that retention improved to criterion levels when practice tests with corrective feedback were spaced weekly. These results suggest that increasing the dosage of practice tests had a minimal impact, while spacing practice sessions enhanced the retention of both directly trained and emergent vocabulary. The findings provide important considerations for foreign-language vocabulary learning. |
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