On the origins of misguided theories of naming and other symbolic behavior

Article Abstract:

Horne and Lowe admirably challenge the stimulus equivalence paradigm in their 1996 paper. Unfortunately, their account of naming is found to be problematic because their premises run against empirical evidence. For instance, their conceptual model of the name relation, which is considered an extension of Skinner's analysis of verbal behavior, fails to recognize that speaking is not necessary for language development. Their model of listening development is another mistake because it relies on the three-term contingency applied to listening.

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Learning names may help to make the right connections

Article Abstract:

Horne and Lowe are to be praised for including names as basic elements of verbal behavior and formulating a credible behavior-analytic account of the origin, development and functions of naming in childhood. However, the second half of their paper has certain shortcomings that have to be addressed. In this section, they proposed that naming is a necessary and adequate explanation of stimulus equivalence. Their arguments supporting this claim are merely circumstantial and do not not critically test their position.

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Listener behavior and ostensive learning

Article Abstract:

That speaker behavior is essentially dependent on previously acquired listener behavior is one of the main arguments of Horne and Lowe in their 1996 paper. However, an accurate analysis of listener behavior reveals that their account regarding this matter is seriously flawed. It fails to acknowledge ostensive processes, which are the most important learning processes by which object names are learned.

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