Abstract

An important distinction has been drawn within the behavior-analytic literature between two types of naming. Naming that is reinforced is referred to as bidirectional naming, and naming that is not reinforced is referred to as incidental bidirectional naming. According to verbal behavior development theory children who demonstrate incidental naming have developed a verbal behavioral cusp, and often learn new language more rapidly as a result. A growing body of research has assessed incidental naming using what is described as an incidental naming experience, in which novel stimuli are presented and named by a researcher but with no direct differential reinforcement for subsequent naming responses by the participant. According to relational frame theory, such studies on incidental naming have typically involved presenting contextual cues that likely serve to establish the name relations between an object and its name. As such, contextual cues may play a critical role in the emergence of incidental naming responses, but there are no published studies that have systematically tested the potential role of contextual cues in relation to incidental naming. The current article provides a narrative review of the incidental naming literature, highlighting variables that remain to be explored in future research.

中文翻译：

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偶然命名的现代协作行为分析方法

摘要

在行为分析文献中，两种命名类型之间存在着重要的区别。强化的命名称为双向命名，未强化的命名称为附带双向命名。根据言语行为发展理论，表现出偶然命名的孩子已经发展出言语行为尖峰，因此通常可以更快地学习新语言。越来越多的研究使用所谓的偶然命名体验来评估偶然命名，其中研究人员提出新的刺激并命名，但对于参与者随后的命名反应没有直接的差异强化。根据关系框架理论，此类关于偶然命名的研究通常涉及呈现上下文线索，这些线索可能有助于建立对象与其名称之间的名称关系。因此，上下文线索可能在偶然命名反应的出现中发挥关键作用，但目前还没有已发表的研究系统地测试了上下文线索与偶然命名相关的潜在作用。本文对附带命名文献进行了叙述性回顾，强调了未来研究中仍有待探索的变量。