Place, U. T. (1989c). Concept acquisition and ostensive learning: a response to Professor Stemmer. Behaviorism, 17, 141-145. www.jstor.org/stable/41236094
[Abstract]The alternative offered by Professor Stemmer to cognitivist theories of the process whereby general terms acquire their meaning is criticised in its turn on the grounds that it presents an oversimplified view of the complex processes involved in the acquisition of word meanings.
[References]  [Is reply to]  [2 citing publications]  [Is replied by]  
Download: 1989c Concept Acquisition and Ostensive Learning - A Response to Professor Stemmer.pdf

Place, U. T. (1989h). Relational frames and the role of logic in rule-governed behaviour. [Paper presented at the Annual Conference of the Experimental Analysis of Behaviour Group, Cambridge, 1989. Revised in 1997.]
[Abstract]The concept "relational frame" has been proposed by Steve Hayes (1991) as a higher order category in which Murray Sidman's concept of "equivalence class" is subsumed as a special case. Like equivalence, the relational frame concept was originally conceived as an interpretation of the behaviour of human subjects on a matching to sample task. While not denying the reality of relational frame abstraction in the case of intelligent human adults, it is suggested that this may be an over intellectual interpretation of the equivalence responding of children and less intelligent adults. It is proposed that the relational frame concept should instead be seen as an important contribution (a) to relational logic, and (b) to our understanding of the role of logic in rule governed behaviour, and that the ability to abstract relational frames is something that appears much later in the process whereby linguistic competence is acquired than equivalence class responding on the matching to sample task.
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Download: 1989h Relational Frames and the Role of Logic in Rule-Governed Behaviour.pdf

Place, U. T. (1995/6). Symbolic processes and stimulus equivalence. Behavior and Philosophy, 23/24, 13-30. www.jstor.org/stable/27759337
[Abstract]A symbol is defined as a species of sign. The concept of a sign coincides with Skinner's (1938) concept of a discriminative stimulus. Symbols differ from other signs in five respects: (1) They are stimuli which the organism can both respond to and produce, either as a self-directed stimulus (as in thinking) or as a stimulus for another individual with a predictably similar response from the recipient in each case. (2) they act as discriminative stimuli for the same kind of object for all members of the verbal community within which they function as symbols; (3) they acquire their properties by virtue of arbitrary social convention rather than any natural and intrinsic connection between the sign and what it is a sign of; (4) competent members of the verbal community can both produce the appropriate symbol in response to a naturally occurring sign of the presence of the object or a sample of the kind of object which the symbol stands for and select the appropriate object when presented with the symbol; (5) they form stimulus equivalence classes of the kind demonstrated in the matching-to-sample task (Sidman, 1971; Sidman and Tailby, 1982) both with other symbols having the same meaning and, more important, with the naturally-occurring non-symbolic signs of the presence of the object or kind of object which the symbol stands for.
[References]  [Talks]  [13 citing publications]  [4 referring publications by Place]  
Download: 1995-6 Symbolic Processes and Stimulus Equivalence.pdf

Place, U. T. (2000c). The role of the hand in the evolution of language. Psycoloquy, 11(7), January 23. www.cogsci.ecs.soton.ac.uk/cgi/psyc/newpsy?11.007
[Abstract]This article has four sections. Section I sets out four principles which should guide any attempt to reconstruct the evolution of an existing biological characteristic. Section II sets out thirteen principles specific to a reconstruction of the evolution of language. Section III sets out eleven pieces of evidence for the view that vocal language must have been preceded by an earlier language of gesture. Based on those principles and evidence, Section IV sets out seven proposed stages in the process whereby language evolved: (1) the use of mimed movement to indicate an action to be performed, (2) the development of referential pointing which, when combined with mimed movement, leads to a language of gesture, (3) the development of vocalisation, initially as a way of imitating the calls of animals, (4) counting on the fingers leading into (5) the development of symbolic as distinct from iconic representation, (6) the introduction of the practice of question and answer, and (7) the emergence of syntax as a way of disambiguating utterances that can otherwise be disambiguated only by gesture.
[References]  [Talks]  [12 citing publications]  [2 referring publications by Place]  [Is replied by]  
Download: 2000c The Role of the Hand in the Evolution of Language.pdf

Place, U. T., & Sofroniou, N. (1987). Equivalence classes, relational frames and the autoclitic. [Unpublished paper presented at the Christmas Conference of the Experimental Analysis of Behaviour Group, University College, London, December 1987].
[Abstract]Sidman (Sidman 1971 and Sidman and Tailby 1982) defines an "equivalence class" in terms of the generalisation of responses on a matching to sample task which conforms to the principles of reflexivity (or identity), symmetry and transitivity. More recently, Hayes (forthcoming) has proposed that equivalence in this sense is only one amongst a number of "relational frames" which the child abstracts from particular relations which it encounters in the process of acquiring language. Hayes is not specific in characterising the experiences from which the child is supposed to abstract these relational frames. This paper explores the suggestion (Place forthcoming) that relational frames are a species of what Skinner (1957) calls "autoclitic frames". As here conceived, autoclitics are construed as syntactic operators which enable the speaker to construct novel sentences which are nevertheless intelligible to the listener. Likewise an autoclitic frame is seen as an abstract framework formed by autoclitic words, prefixes, suffixes and other autoclitic features, such as word order. When completed by the insertion of the appropriate tact words, phrases or clauses, an autoclitic frame yields an intelligible phrase or sentence. This hypothesis predicts that the child's acquisition of the ability to generalise in accordance with the principles of reflexivity, symmetry and transitivity on the matching to sample task will be found to depend on its ability to construct and draw the appropriate inferences from relational sentences which legitimise inferences of these kinds.
[References]  [Talks]  
Download: Place & Sofroniou (1987) Equivalence Classes, Relational Frames and the Autoclitic.pdf