Rules, Rules, Rules! The Elements of Behavior Module #5 All of this reinforcement, extinction, and so forth is fine for understanding your dog and your baby, maybe, but it doesn't really describe why you go to work, study (or don't) in school, and so forth very well, right? After all, supposedly reinforcement needs to occur within seconds after the behavior to make a difference, and these involve very delayed outcomes. So how do behaviorists account for that? Huh? Or if someone says she will give you $50 to jump up and down, you'll do it even if you've never been reinforced for that before . . . so how do we explain that? By now, it should come as no surprise that there is an answer. Some behavior is "verbally-mediated." This is technically called rule-governed behavior. A rule is a verbal description of a contingency, the relationship among occasion, behavior, and consequences. For example, imagine you say to yourself, "If I buy and use this Magic Cream (the behaviors) now (the occasion), I will get rid of all my cellulite by the time I go to the beach in June, and everyone will notice how good I look (the consequences)." Note that rules need not be accurate . . . sometimes contact with reality does matter; you probably won't buy Magic Cream 35 years in a row . . . but hopes--and superstitions--die hard. Or how about this: your teacher says to you, "You will need to study at least 4 hours (the behavior) every week (the occasion) to pass this course." One of the weaknesses of rule-governed behavior may jump out and grab you about now. The outcomepassingis very delayed, and depends on a whole series of small acts, no one of which matters much, although together they do. Hmm. Sounds like a set up for procrastination, doesn't it? And it often is. Later modules on self-management will identify how to set up more effective contingencies for such situations. Many rules in everyday life are incomplete. For example, if your significant other says, "I would appreciate it if you would call when you are going to be late," the specific consequences are only hinted at, but your history with that person will often help you understand. Will s/he punish noncompliance by yelling or silence, or will s/he really SHOW APPRECIATION when you do call? (Depends if s/he has been reading these modules . . . .) Other rules are even less complete. "Speed limit 55," states the behavior; the occasionhere and now is assumed, as is knowledge of the consequences. Why is this rule so ineffective? Think about it till the next page. Details of why some rules are effective (for some persons) and others are not will be discussed later. How they work when they do is somewhat controversial, but perhaps the most plausible explanation is that a statement of the rule (even silently to yourself) establishes an aversive condition that can be relieved by following the rule: Rule: "If I eat this yummy Grease Burger, I will die young and never get another date; if I eat a salad, I will live to be 95 and lead an active and highly reinforcing social life." (What's wrong with this rule? right, not an accurate statement of the outcome of this single choice, and you know that.) Technical details: This module adopts Malott's position that rules function as establishing operations that potentiate consequences, rather than acting as simple cues. This distinction will be clarified in later modules. The discussion here also adopts Malott's theory of rule-governed behavior, which views covert activities as simply more behavior to be explained, and de-emphasizes the importance of delays, a consistent and coherent if still controversial position. Also not discussed here is the transition from rule-governed to contingency-shaped behavior that occurs, say, in learning to drive a car or cast in fly-fishing. Please complete the following: 1. Give an example, from your own life, of a "rule" that you have successfully followed (e.g., "Do a good turn daily" or "Study hard"): 2. What were the consequences of performing the behavior specified in that rule (which may or may not be stated in the rule itself)? 3. Give an example of a rule that you find hard to follow? 4. Why do you think it is hard to follow? 5. Why do you think people often don't obey the speed limit? For further information, see: Malott, R. W., Whaley, D. L., & Malott, M. E. (1997). Elementary principles of behavior (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. Malott, R. W. (1993). I'll stop procrastinating when I get around to it (preliminary edition 2.0). Kalamazoo: Behavioradelia. If you would like feedback on your answers, provide your email address and click on the submit button! Email Address: Cancel and Return to BFSR Home Page Copyright 1999 Walden Fellowship, Inc.
The Elements of Behavior Module #5
By now, it should come as no surprise that there is an answer. Some behavior is "verbally-mediated." This is technically called rule-governed behavior. A rule is a verbal description of a contingency, the relationship among occasion, behavior, and consequences. For example, imagine you say to yourself, "If I buy and use this Magic Cream (the behaviors) now (the occasion), I will get rid of all my cellulite by the time I go to the beach in June, and everyone will notice how good I look (the consequences)." Note that rules need not be accurate . . . sometimes contact with reality does matter; you probably won't buy Magic Cream 35 years in a row . . . but hopes--and superstitions--die hard.
Or how about this: your teacher says to you, "You will need to study at least 4 hours (the behavior) every week (the occasion) to pass this course." One of the weaknesses of rule-governed behavior may jump out and grab you about now. The outcomepassingis very delayed, and depends on a whole series of small acts, no one of which matters much, although together they do. Hmm. Sounds like a set up for procrastination, doesn't it? And it often is. Later modules on self-management will identify how to set up more effective contingencies for such situations.
Many rules in everyday life are incomplete. For example, if your significant other says, "I would appreciate it if you would call when you are going to be late," the specific consequences are only hinted at, but your history with that person will often help you understand. Will s/he punish noncompliance by yelling or silence, or will s/he really SHOW APPRECIATION when you do call? (Depends if s/he has been reading these modules . . . .) Other rules are even less complete. "Speed limit 55," states the behavior; the occasionhere and now is assumed, as is knowledge of the consequences. Why is this rule so ineffective? Think about it till the next page.
Details of why some rules are effective (for some persons) and others are not will be discussed later. How they work when they do is somewhat controversial, but perhaps the most plausible explanation is that a statement of the rule (even silently to yourself) establishes an aversive condition that can be relieved by following the rule:
Rule: "If I eat this yummy Grease Burger, I will die young and never get another date; if I eat a salad, I will live to be 95 and lead an active and highly reinforcing social life." (What's wrong with this rule? right, not an accurate statement of the outcome of this single choice, and you know that.)
Technical details: This module adopts Malott's position that rules function as establishing operations that potentiate consequences, rather than acting as simple cues. This distinction will be clarified in later modules. The discussion here also adopts Malott's theory of rule-governed behavior, which views covert activities as simply more behavior to be explained, and de-emphasizes the importance of delays, a consistent and coherent if still controversial position. Also not discussed here is the transition from rule-governed to contingency-shaped behavior that occurs, say, in learning to drive a car or cast in fly-fishing. Please complete the following:
1. Give an example, from your own life, of a "rule" that you have successfully followed (e.g., "Do a good turn daily" or "Study hard"):
2. What were the consequences of performing the behavior specified in that rule (which may or may not be stated in the rule itself)?
3. Give an example of a rule that you find hard to follow?
4. Why do you think it is hard to follow?
5. Why do you think people often don't obey the speed limit?
For further information, see:
Malott, R. W., Whaley, D. L., & Malott, M. E. (1997). Elementary principles of behavior (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Malott, R. W. (1993). I'll stop procrastinating when I get around to it (preliminary edition 2.0). Kalamazoo: Behavioradelia.
If you would like feedback on your answers, provide your email address and click on the submit button!
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