Using a Verbal Analysis of Lady Gaga's "Applause" as a Classroom Exercise for Teaching Verbal Behavior

Autor/inn/en	Witts, Benjamin N.; Arief, Icha; Hutter, Emily
Titel	Using a Verbal Analysis of Lady Gaga's "Applause" as a Classroom Exercise for Teaching Verbal Behavior
Quelle	In: Analysis of Verbal Behavior, 32 (2016) 1, S.78-91 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-016-0050-x
Schlagwörter	Class Activities; Verbal Communication; Taxonomy; Singing; Child Behavior; Behavioral Science Research; Figurative Language; Verbal Operant Conditioning; Teaching Methods + Suchen Sie Ihr Suchwort? Taxonomie; Gesang; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Learning Skinner's (1957) verbal behavior taxonomy requires extensive study and practice. Thus, novel classroom exercises might serve this goal. The present manuscript describes a classroom exercise in which two students analyzed Lady Gaga's song "Applause" in terms of its metaphorical arrangements. Through the exercise, students identified various verbal operants and their subtypes, including those seldom researched by the behavioral community (see Sautter and LeBlanc 2006, "The Analysis of Verbal Behavior," 22, 35-48), which helped them conclude that Lady Gaga's "Applause" is comprised of two themes: the artist taking control, and the artist-as-art. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01