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Esta revisão sistemática compilou os resultados de experimentos que avaliaram o treino de operantes verbais na aquisição de vocabulário em um segundo idioma. Foram consultadas as bases de dados Medline Complete, Pubmed, PsycINFO e Web of Science, no dia 07 de janeiro de 2021, sem delimitação de ano de publicação. As palavras-chave utilizadas foram: “verbal operant*”, “mand”, “tact”, “intraverbal”, “echoic”, “textual behavior”, “taking dictation”, “dictation-taking”, “autoclitic”, “second language", "foreign language", "bilingualism" e "bilingual". Foram incluídos 18 artigos, totalizando na análise de 21 experimentos. Os resultados apresentam evidências de eficácia do treino de tato e de intraverbais na aquisição de vocabulário em língua estrangeira, incluindo relações emergentes. Os resultados do treino de ouvinte são menos consistentes. Há escassez de estudos avaliando os treinos de ecoico, mando e autoclítico. Esta revisão avança ao sistematizar evidências que apontam para a eficácia de técnicas comportamentais no ensino de vocabulário em uma segunda língua.

This paper analyses a corpus of compliment responses in Turkish according to the conversational maxim approach (Leech 1983, 2003) and the face-management approach (Brown and Levinson 1987) with a view to extending the conceptualisation of self-presentation in theorising on politeness. It observes that the two theories ground politeness on consideration for alter and give precedence to politeness in the sense of displaying deference and solidarity at the expense of self-politeness, described in the present study as speaker need for display of competence, self-confidence, and individuality in interaction, besides the need for non-imposition. Regarding the maxim approach, the paper argues that conversational implicatures triggered by a variety of responses ultimately tie to the Tact Maxim and more specifically to the Sympathy Maxim in the Turkish context. The analysis reveals that compliment responses may override the Politeness Principle, that self-presentational concerns are crucial motivating factors, and that face concerns need to be incorporated into the model. From the perspective of the face-management approach, the study supports the claim in O’Driscoll (1996) and Spencer-Oatey (2000) that the notions of positive and negative face as need for community and autonomy need to be disentangled from the theory’s conceptualisation of face as public self-image. With the incorporation of a number of self-politeness strategies, the face-theoretic analysis builds on this distinction and integrates it with the concept of interactional imbalance by extending an analytic framework adapted from Bayraktaroğlu (1991). The paper concludes with suggestions on how the two theories may complement each other.

The article discusses the importance of the roles of the father in the family through the prism of tact. Eight original views of the fatther’s tactful behawior were presented. Parental cooperation in educational interactions with children was also emphasized. The assertive tact of repeated thought, ludic, refined, of technical knowledge, encouraging, emotional ans vis attractiva was indicates in the author’s approach to the paternity tact. Thereby enriching the educational context of family life and guiding towards full respect of human being, as our reality is not imbued with the culture of behaviour.

This study consisted of a systematic replication of previous research examining the effects of tact and listener instruction on the emergence of native-to-foreign (NF) and foreign-to-native (FN) intraverbals in children who had experienced difficulties learning to read and write. We assigned different sets of stimuli to tact and listener conditions, and taught 4 children to tact or respond as listeners in a foreign language using a progressive prompt delay with differential reinforcement. All participants mastered tacts and listener responses in the foreign language. For all participants, tact instruction yielded greater emergence of intraverbals compared to listener instruction. Tact instruction also produced all possible bidirectional (NF and FN) intraverbals relations for 3 of 4 participants, but listener instruction never resulted in the emergence of all possible relations. These results replicate previous findings suggesting that tact instruction is a more efficient way to teach a foreign language and extend them to progressive prompt-delay procedures.

Politeness is an important academic topic. An action must be taken to prevent rudeness. As a result, this study investigates how counseling techniques can modify students' behavior to be more courteous by implementing politeness tactics and concepts. Furthermore, the purpose of this study is to determine why counseling strategies may alter students' perspectives. The research was conducted using a phenomenological study using an observation checklist and interview guideline. The instruments were triangulated for validity. Data collection, data condensation, data display, and conclusion were all used in the data analysis. The findings revealed that Counselling Technique could have an impact on the outcome. The findings revealed that Counselling Technique had the ability to change students' conduct to become more polite. The students used negative politeness methods to consult with the instructors during its execution. Furthermore, students used all of the politeness standards, including the tact principle, generosity principle, modesty principle, approval principle, compassion principle, and agreement principle. In summary, the counseling strategy could be employed to help pupils with their behavioral issuesKeywords: Politeness principles, strategies; counselling technique, Phenomenological study

The article reveals the main aspects of the implementation of personality-oriented approach in the training of future teachers. Based on the analysis of scientific and psychological-pedagogical literature, scientists who were engaged in research and implementation of a personality-oriented approach in the process of training future teachers were singled out. The concepts of personality-oriented approach and similar concepts are analyzed, in particular: personality-oriented learning, personality-oriented interaction, personality-oriented education. The personality-oriented approach is explained as the most important psychological and pedagogical principle, which takes into account the uniqueness of the personality of the future teacher, the system of relations in which each student feels like a person and feels the teacher's attention to him personally; methodological orientation in pedagogical activity, which relies on a system of interconnected concepts, ideas and methods of action, which allows to provide and support the processes of self-knowledge, self-realization of the future teacher, the development of his unique personality. The main purpose of the personality-oriented approach is formulated, which consists in the development of thinking of future teachers, their creative potential, harmonious formation and comprehensive development of their personality, disclosure of unique individuality. Important features of the personality-oriented approach and pedagogical conditions of its implementation are determined, namely: taking into account the uniqueness of each student; implementation of educational activities on the basis of humanity, sensitivity and tact in relation to students; the dominance of the subject-subject nature of the interaction of participants in the pedagogical process; creation of conditions for self-realization of the person, development of creative possibilities of students; providing opportunities for future teachers to realize themselves in various activities; organization of the educational process as a harmonious combination of teaching and education, the disclosure of creative potential and abilities of future teachers, etc.

Children with autism spectrum disorder (ASD) often lack symbolic play skills. Attribution of pretend properties (APP) is a type of symbolic play in which a child tacts pretend properties of an object (e.g., smelling a toy flower and saying, "It smells like a rose!"). Three Chinese boys (5-6 years of age) with ASD served as participants. A multiple-probe design across 5 objects was used to determine the effects of an intervention that involved having the child experience and tact sensory properties of real objects (e.g., rose). Corresponding test objects, including mock (e.g., a toy flower) and arbitrary objects (e.g., a stick), were used to evaluate whether tact responses for sensory properties were transferred. Results indicated that all 3 children emitted tacts of stimulus properties for test objects and maintained the skill for 7 to 10 weeks following the intervention. Two participants also tacted novel (nontarget) properties for test objects.

Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to and the stimulus modalities of the observed contingency. We used multiple-probe and repeated-acquisition designs to test observational learning across a diverse set of contingencies, which included hidden edible, hidden toy, hidden video, tact, receptive identification, and intraverbal contingencies. During preteaching, 2 children with autism spectrum disorder showed observational learning with some contingencies. After learning to engage in differential observing responses for observed behaviors and consequences with the hidden-video contingency, 1 child showed generalization of observational learning with receptive identification and intraverbals. Neither child showed generalization with the tact contingency. Thus, teaching was initiated with the tact contingency, which led to generalization of observational learning with tacts. The efficacy of teaching differential observing responses over observational learning was demonstrated. Inconsistent observational learning across contingencies suggests scientist-practitioners should assess observational learning across a variety of contingencies.

This article principally discusses one of the enticing issues which is to accustom language politeness. This study focuses on the use of MOTHER (Madurese Theme Role Play) to accustom students’ language politeness at university level particularly at University of Trunojoyo Madura. It aims to discover and explain how maxim of GSP (General Strategy of Politeness) are utilized in the Madurese Theme Role Play. Moreover, it also aims to reveal some barriers in utilizing MOTHER to accustom students’ language politeness.This study uses qualitative design of the research. In order to get the data, observation and depth interview are applied. In addition, field-notes are used during the observation and interview to collect the data. Besides, audio-recording is also conducted to gain additional detailed information that is likely missing on the field-notes. Interactive model of data analysis is applied to analyze the data, including data reduction, data display, and data verification. The result of the study shows that ten maxims of politeness in the implementation of Madurese Theme Role Play are found. The eighty-three data are classified into ten maxims of politeness: generosity maxim, tact maxim, approbation maxim, modesty maxim, obligation (of S to O) maxim, Obligation (of O to S) maxim, agreement maxim, opinion reticence maxim, sympathy maxim, and feeling reticence maxim. Besides, the seven barriers are encountered during the implementation of MOTHER to accustom students’ language politeness, including students’ difficulties to coordinate and cooperate with the team, to elaborate the plot of the role play, to discover references and find attractive story ideas deal with Madurese themes, to create polite dialogues of the role play, to specifies the context (to whom) the dialogue is addressed to, and to determine the title of role play. Keywords: language politeness, Madurese theme role play

Q (1) Can children with autism spectrum disorder (ASD) learn to tact sensations (e.g. feels prickly, rough, and soft) across various body parts?(2) Will the newly acquired tacts generalize to untra...

In all levels of education, teachers’ abilities to deal with complex classroom situations in split-seconds concerns pedagogical tact, a crucial quality which relies, in part, on intuition. Developing the ability to appropriately handle the complexity of classroom situations requires a systemic approach. This study aimed to explore the experiences in and effects of a systemic-phenomenological professional development program for enhancing teacher abilities to handle complex (classroom) situations through conscious attention for intuition. In the present study, 64 teachers from primary, secondary, and higher education participated in a 12 week professional development program featuring systemic-phenomenological exercises, such as meditations and embodied simulations. By increasing understanding of the complexity of social systems and sensitizing awareness of intuitive signals, the program aimed to improve teachers’ use of intuition, and through that, their handling of classroom situations. Data were gathered through participant reflection logs and focus group discussions, which were analysed both deductively and inductively. The findings suggest that the program helped heighten teacher awareness of intuitions, and individual awareness in the classroom, yielding positive effects on teacher abilities to take appropriate split-second action in complex classroom situations. While further research is needed, the results of this study include practices for enhancing teacher awareness of intuition through systemic-phenomenological exercises which proved to be promising, and a taxonomy of effects related to pedagogical tact in the classroom.

This research was aimed to investigate what kind of politeness principle and most dominant type applied in the utterances of the main characters’ Akeelah and the Bee movie and strategies applied in their utterances of the main characters’ Akeelah and the Bee movie. A descriptive qualitative was employed in this research. It concerned with the description of the data in the form of utterances produced by the characters in which politeness principles and strategies exist. There were two sources in this research. The primary source was the script of the movie. The secondary sources were books. The results of this research were: first, the main characters applied agreement maxim, approbation maxim, tact maxim, modesty maxim, and sympathy maxim in their utterances and the most dominant type used is agreement maxim. Second, in the application of politeness strategies, the main characters applied Bald-on-record, positive politeness, negative politeness, and off-record in their utterances. Keywords: Akeelah and the Bee , politeness principles , politeness strategies.

We evaluated the effect of interfering with echoic responses during stimulus pairing on preschool-age children’s responses in tact probes. During stimulus pairing, children viewed presentations of ...

Research has shown that training diagonal targets in a matrix may result in correct responses to the nondiagonal targets within the same matrix and novel targets from a separate matrix. This study replicated prior research using matrix training to teach tact noun-verb combinations to 3 male participants with autism who use a speech generating device to communicate. Two matrices were constructed (Matrix 1 and Generalization Matrix), using mastered nouns and verbs. Following baseline, diagonal targets within Matrix 1 were trained. Posttests were conducted for the Generalization Matrix and Matrix 1. Two participants showed recombinative generalization within Matrix 1 and correct responding to all targets within the novel generalization matrix. For the 3rd participant, recombinative generalization was observed within Matrix 1. However, correct responding with the generalization matrix targets was only observed after training with 3 additional matrices. These results replicate and extend previous findings.

Dois procedimentos têm sido propostos como alternativas para induzir repertórios não ensinados diretamente: 1) instrução com múltiplos exemplares (MEI); e 2) observação de pareamento de estímulos (SPOP). O MEI implica a rotação do ensino de diferentes respostas a um estímulo (ex. tato e resposta de ouvinte), o que favorece a aprendizagem incidental dessas respostas para novos estímulos a partir do ensino de apenas um dos tipos. No SPOP é exigida apenas a observação de estímulos apresentados contíguos, sem reforçamento diferencial para qualquer resposta. Os resultados de alguns estudos sugerem que uma maior frequência de pareamentos poderia levar a emergência de respostas de tato e ouvinte não ensinadas diretamente e que o pareamento de estímulos pode afetar o procedimento de MEI. O presente estudo avaliou o efeito de SPOP com uma frequência maior de pareamentos por tentativas sobre a emergência de respostas de tato e ouvinte em três crianças com Transtorno do Espectro Autista, e o efeito do SPOP no ensino dessas respostas por meio de MEI. Para dois participantes, o SPOP com mais pareamentos a cada tentativa favoreceu a emergência do repertório de ouvinte. Estes participantes somente aprenderam respostas de tato após o MEI. O SPOP teve um efeito facilitador no treino de MEI. Discute-se o papel do MEI e de treino de tato intensivo na emergência de repertórios de tato e ouvinte, assim como os tipos de controle de estímulo que o SPOP parece favorecer, e a possibilidade de investigar o SPOP em ambientes menos estruturados.

Indivíduos com TEA (Transtorno do Espectro do Autismo) podem apresentar dificuldades de comunicação, tais como déficits na emissão de intraverbais durante interação social. Ao longo dos anos, pesquisadores vêm testando diversos procedimentos para o ensino desta habilidade (Kodak, Fuchtman e Paden (2012); McMorrow, Foxx, Faw, e Bittle (1987); Cihon, White, Zimmerman, Gesick, Stordahl & Eshleman (2017)). Este trabalho objetivou avaliar se o ensino de tatos tematicamente relacionados a níveis fluentes poderia resultar na emergência de intraverbais. Utilizou-se delineamento de linha de base múltipla entre categorias, de sujeito único, e foram realizadas cinco etapas de ensino: (1) treino de tato, (2) treino de fluência de tato, (3) sonda de persistência (endurance), (4) sonda de estabilidade (stability) e (5) sonda de retenção (retention). Os resultados indicaram que a habilidade intraverbal emergiu a partir do treino fluente de tatos tematicamente relacionados com uso de Ensino Preciso (Precision Teaching), sem necessidade de treino direto. Estudos futuros podem investigar a emergência com indivíduos que não emitem intraverbais para nenhuma categoria, e também comparar o tempo de aquisição entre o treino direto e o treino de fluência de tato com um mesmo sujeito. O presente estudo apresenta limitações quanto ao contexto no qual foi realizado e participante (setting terapêutico e história de reforçamento de seguir instruções), e quanto à forma de apresentação dos estímulos (sinalização das categorias temporal e visualmente).

We examined emergent tact control following stimulus pairing, using 2 different stimulus presentation arrangements. In the word-first condition, presentation of the auditory stimulus preceded the visual stimulus, and in the image-first condition, the visual stimulus preceded the auditory stimulus. Eight children (2–5 years old) participated. In Experiment 1, 4 children were exposed to 3 sessions in each condition with a new set of stimuli in each session. In Experiment 2, 2 of the same children received repeated exposure to the same stimulus sets. Experiment 3, with new participants, was identical to Experiment 1, except visual and auditory stimuli overlapped during the presentation. Postsession probes documented emergent stimulus control over 1 or more vocal responses for 7 of the 8 participants. Participants were more likely to make echoic responses with the visual stimulus present in the word-first condition; however, emergent tact control was unaffected by the order of the stimulus presentation. Additional research is needed on stimulus-pairing procedures and on the role of echoic responding in emergent tact control.

Q (1) Does multiple-tact training (MTT) establish visual categorization and related listener behavior?(2) Does the typical sequence (item tact training followed by category tact training) affect th...

A common practice in tact training is to include a supplemental verbal stimulus (e.g., “What is it?”) in addition to the presentation of a nonverbal discriminative stimulus. Previous literature has suggested that this supplemental verbal stimulus can impede acquisition and generalization relative to the presentation of the object alone, as it may establish faulty stimulus control or decrease spontaneous tacting. Research has yet to compare these 2 training methods on the generalization of learned tacts to more naturalistic, play-based environments. The present study evaluated the use of “What is it?” compared to the presentation of only the nonverbal discriminative stimulus on tact acquisition among 3 children with autism spectrum disorder and the extent to which these training procedures led to tacting in a play-based setting following discrete-trial training. Overall, participants learned to tact stimuli under both conditions, and all participants demonstrated generalization of tacts in a play-based setting. Recommendations for the development and evaluation of naturalistic posttraining assessment are discussed.

Pairing discriminative stimuli with unique reinforcers provides an additional cue to correct responding. In the current study, we evaluated the effectiveness of the differential outcomes procedure in teaching novel tacts and facilitating transfer of tacts to novel discriminative stimuli. Four children diagnosed with developmental or intellectual disability were taught a unique pair of related tacts both under a differential outcomes condition and under a nondifferential outcomes condition where the reinforcers were uncorrelated with the sample stimuli. In the former, the different outcomes were two forms of the same reinforcer. Three out of four participants met the mastery criterion sooner under the differential outcomes condition. Two participants also generalized to novel stimuli under the differential outcomes condition. When we tested for the inclusion of the reinforcers in the stimulus class, three participants demonstrated the acquisition of emergent stimulus–outcomes and response–outcomes relations. The study provides support for the use of the differential outcomes procedure as a cost-effective means of enhancing the acquisition of discriminated responses in an applied setting.

Emotional intelligence is the sum of a person's skills and abilities to recognize emotions, to understand the intentions, motivations and desires of other people and their own, as well as the ability to manage their emotions and the emotions of other people in order to solve practical problems. The purpose of the study is to develop and test a methodology for the development of emotional intelligence as a fundamental quality of leadership formation in conjunction with managerial competencies. The study involved 576 students. The following complex of methods was used in the work: theoretical analysis and generalization of scientific and special literature data; conceptual-terminological and systemic-structural analysis; testing: a questionnaire of general empathic tendencies; communicative tolerance; tolerance test; test for assertion; diagnostics of self-esteem and level of aspirations; factorial personality questionnaire by R. Cattell; diagnostics of emotional intelligence N. Hall; pedagogical experiment; analysis and generalization of the results of experimental studies; methods of mathematical statistics. Summing up the results of our research, it should be noted that all thirteen studied parameters showed positive dynamics of their development. Eight of them have significant differences in the results before and after the experiment according to the Student's t-criterion (P ? 0.01): empathy, tolerance, tact, the significance of empathy, the significance of tolerance, the significance of tact, the level of self-esteem and aspirations. It is important to note that for three of them: the significance of empathy, the level of self-esteem and aspirations - the reliability according to the Student's t-criterion is P ? 0.05. Upon completion, N. Hall's emotional intelligence was diagnosed. Of the 70.14% of students with a low level of development of emotional intelligence, at the end of the formative experiment, only 5.90% remained in this group. The proposed methodology includes structural diagnostics of the level of development of emotional intelligence, generalization of the results in order to identify problem areas and the development of recommendations that contribute to the development of emotional intelligence.

In a context of increasing globalization of academic discourse, considerations of the impact of culture on different communicative genres and discursive practices become more relevant than ever, as the construction of pragmatic meaning and its appropriate interpretation by the recipient is seen to depend on lexico-grammatical features whose use is greatly affected by cultural factors. This paper concerns the genre of blind peer review, and examines how disagreement and negative evaluation are expressed in two cultural and linguistic settings, and to what extent they are mitigated. It is based on peer reviews submitted, in English and Russian, to the Russian Journal of Linguistics, in which the reviewer provides a negative evaluation (either “reject” or “to be resubmitted after substantial revisions”). Such reviews entail possible face damage, in the terms of (Brown and Levinson 1978); and therefore one might expect reviewers to engage in discursive strategies of mitigation. The paper analyses 120 authentic blind reviews (70 Russian and 50 British English), using a pragmatic, contextual and contrastive methodology. Drawing on discourse analysis, intercultural pragmatics, (im)politeness theory and cultural studies, we explore the construction of alternative meanings in reviewers’ messages, and theorise that consideration for the face requirements of the reviewee and politeness strategies, may account not only for individual but also culture-specific choices. The results show that, as well as variations in reviewers’ individual styles, there are some culture-specific traits in this area. Mitigation strategies are more typical of English communication than Russian. We account for these differences in terms of the sociocultural context, value differences and the use of different mechanisms of politeness. Our results suggest that politeness is based on different communicative styles and expressive traditions, which appear to vary across cultures.

This article describes a procedure to investigate metaphorical extension of tacts, and reports preliminary data. Six college students learned to choose between four pseudo-words to tact four species (classes) of creature-like pictures. The defining properties controlling the tacts (selections) were color and shape, but two of the species—Clai and Trax—had experimentally manipulated adventitious properties (e.g., wings, hair) whereas the other species, Fite and Dag did not have these properties. In subsequent phases, these adventitious properties were added either to the Fite or to the Dag, and standard tacts were punished with negative feedback. Extension of the tacts "Clai" and "Trax" was observed to Fite and Dag pictures that appeared with the adventitious properties previously associated with Clai or Trax pictures. These metaphorical extensions continued to occur in test phases without differential consequences. These preliminary data show that the procedure has potential to simulate metaphorical extension in the lab and to allow the experimental investigation of variables that affect this phenomenon.

The word ‘compassion’ is ubiquitous in modern healthcare. Yet few writers agree on what the term means, and what makes it an essential trait in nursing. In this article, I take a historical approach to the problem of understanding compassion. Although many modern writers have assumed that compassion is a universal and unchanging trait, my research reveals that the term is extremely new to healthcare, only becoming widely used in 2009. Of course, even if compassion is a new term in nursing, the concept could have previously existed under another name. I thus consider the emotional qualities associated with the ideal nurse during the interwar period in the UK. While compassion was not mentioned in nursing guidance in this era another term, ‘sympathy’, made frequent appearance. The interwar concept of sympathy, however, differs significantly from the modern one of compassion. Sympathy was not an isolated concept. In the interwar era, it was most often linked to the nurse’s tact or diplomacy. A closer investigation of this link highlights the emphasis laid on patient management in nursing in this period, and the way class differentials in emotion between nurse and patient were considered essential to the efficient running of hospitals. This model of sympathy is very different from the way the modern ‘compassion’ is associated with patient satisfaction or choice. Although contemporary healthcare policy assumes ‘compassion’ to be a timeless, personal characteristic rooted in the individual behaviours and choices of the nurse, this article concludes that compassionate nursing is a recent construct. Moreover, the performance of compassion relies on conditions and resources that often lie outside of the nurse’s personal control. Compassion in nursing—in theory and in practice—is inseparable from its specific contemporary contexts, just as sympathy was in the interwar period.

The motivational-and-valuable component of future physical education teacher-preparation to implementation of health-care activity is analyzed in the article. It is established that it characterizes: maturity and hierarchy of motives in a healthy lifestyle based on value orientations, the attitude of future professionals to a healthy lifestyle and their future profession as the most valuable thing. Hence, the motivating factors are divided into three groups: needs, motives, values ​​(attitudes). It is assumed that needs (as a source of motivation), motives (as causes of motivation) and attitudes (as a mechanism of motivation) are elements of the first level of the hierarchical structure of motivational readiness. It is proved that the other elements are derived from them. In particular the derivatives include will, emotions, values, needs.Indicators of the motivational-and-valuable sphere are selected: motivational conviction and valuable attitude to professional activity (focus on forming a valuable attitude to the pupils' own health by means of physical education; belief in the necessity of forming a healthy way of life of pupils), awareness of the social importance of a healthy that is necessary for preserving and promoting the individual's health; valuable attitude to the health of their pupils and their own health, awareness of health as a value, ability to realize their health needs in a specific activity, formation of a positive attitude and value-and-notional attitudes, belief in the need of a healthy life for self-improvement, self-affirmation, for the realization of life and professional goals; emotional and value attitude to a healthy lifestyle; the effectiveness of volitional efforts to show creative health in practice, the formation of qualities that characterize the psycho-emotional stability of the individual: endurance, tact, kindness, accuracy and diligence in promoting health.

It is determined that the main task of modern school education is the formation of key competencies among schoolchildren. Considering that fact, the most important competency is communicative on, it is emphasized that the work on the formation and development of a personality occurs through communication and begins with the development of speech already in the family, then in children's educational institutions, continues in comprehensive and high schools. The authors examine the features of speech culture formation among young schoolchildren as an indicator and component of communication culture. It has been proven that the speech culture and the communication culture do not exist without each other. The speech culture presupposes adherence to the speaker of the rules of pronunciation and word use, the ability to use expressive linguistic means, taking into account the goals and objectives of the language. At the same time, the speech culture reveals not only the normalization and richness of the language, but also the general culture of a person, his good breeding, tact, tolerance towards others, etc., it becomes a reflection of the communication culture. The authors present an up-to-date view of the problem under study in pedagogical science. In the article the qualitative characteristics and practical ways of formation and development of speech culture are presented. It is noted that the pedagogical work on the formation of the speech culture among young schoolchildren consists of the development of speech hearing; development of literary pronunciation; replenishment of vocabulary; mastering the communicative and ethical side of the language (Derevyanko) and goes through a certain system of tasks, exercises, methods and forms (some of them are presented in this article). The content of the lessons is built through discussion of current life problems; use of gaming technologies; individual work and work in pairs, in dialogue; tasks for finding errors, comparison; creative tasks for the development of imagination, fantasy (creation of fairy tales, stories, creative reading, etc.). Such forms and methods of work contribute not only to the development of memory, but also logic, analytical and imaginative thinking, teach to listen, express an opinion, and teach mutual understanding, tolerance and co-creation.

Q Does the use of stimuli with contextual backgrounds promote better generalization of tact behavior in comparison to stimuli without backgrounds? Design. An adapted alternating treatments design w...

The aim of this study is to find out the politeness strategies used by the teachers and students, and how the politeness affects to the student’s compliance. The focus is on directive and expressive speech acts in English for Foreign Language (EFL) Class. The subjects of this study were three lecturers and the students of three English classes. In data collecting procedure, the researcher used observation techniques. The observation was used to record the audio and video of teaching and learning process from the beginning until the end of the class. The audio-record of teaching and learning process will be transcribed into convention transcript, and then the transcript will be selected and classified into ten maxims in doing politeness strategies. The analytical part adopts the viewpoints of Leech’s (2014) “The Components Maxims of the General Strategy of Politeness”. In the data analysis, it is found that 1) the teachers used ten maxims in their communication to the students. They are tact maxim, generosity maxim, approbation maxim agreement maxim, Obligation (of S to O) maxim, sympathy maxim, modest maxim, Obligation (of O to S) maxim, Opinion reticence maxim, and feeling reticence maxim. 2) The lecturers dominantly used tact maxim in their directive speech acts to the students. The last part of this paper aims at summarizing the implications that this paper, its theoretical summary, and its research, have for teaching English as a Foreign Language (EFL) class.

Abstract This study aimed at: 1) finding maxims of politeness principle expressed in Badung Regent Candidates Debate in 2015; 2) finding the most dominant maxim of politeness principle used in Badung Regent Candidates Debate in 2015. This study was designed mainly as a descriptive qualitative study which then supported by some descriptive quantification. The objects of the study were the utterances containing maxims of politeness principle expressed by the regent and vice regent candidates of Badung in Badung Regent Candidates Debate in 2015. The data were analyzed based on the theory of politeness principle proposed by Leech and the theory of categorization of speech act by Searle. The results of the study display that there are six maxims of politeness principle expressed in Badung Regent Candidates Debate in 2015, namely the tact maxim, the generosity maxim, the approbation maxim, the modest maxim, the agreement maxim and the sympathy maxim. Furthermore, it is found out that the generosity maxim is the most dominant maxim used by the regent and vice regent candidates in Badung Regent Candidates Debate in 2015. The generosity maxim expressed in the debate applied the commissive type of speech act. Through the utterances of this maxim, they intend to convince the audience that they attempt to minimize benefit to self and maximize cost to self. The maxims expressed by the regent and vice regent candidates in the debate have a goal to communicate effectively

The purpose of the article is to analyze psycholinguistic peculiarities of the development of communicative competence in the structure of social intelligence of teachers and directors of secondary schools in contemporary Ukrainian society. Methods of the Research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also we used empirical methods – the methods of observation, conversation, testing with the aim to study the structure of communicative competence and social intelligence of teachers; psychological and pedagogical experiment in a form of the research of the development of the structure of communicative competence and social intelligence of teachers. The results of the Research. In the content of communicative competence of teachers we can emphasize the ability to optimize interpersonal relationships in the group; social sensitivity; a set of communicative skills, behavior patterns and communication techniques; a communicative potential; the interpretative competence. Teachers with a low level of communication competence have characterized by communicative failures caused by a violation of their orientation onto the process of communication: non-motivated change of speech strategies, mental orientations and the register of speech; failure by the speaker communicate postulates; neglecting by the speaker the linguistic means, which involve the maxim of the tact; unsuccessful choice by the speaker the tone and the register of communication. Scripts of role deixis, explicit and implicit pragmatic constituents in the structure of teacher’s communicative competence were formulated, their content was revealed. Conclusions. Psycholinguistic peculiarities of the development of communicative competence of the teachers and the directors of schools were established: the composite assessment of the teacher’s communicative competence positively correlates with social intelligence, reflexive and empathic personal abilities; communicative competence of the teacher depends on the actualization of scripts of role deixis, explicit and implicit pragmatic constituents in its structure, etc.

The article analyses theoretically the psychological concept of communicative tolerance and examines the performed empirical study on the traits attributed by respondents to an “ideal” interlocutor. The article authors note that quite a large number of different definitions of the phenomenon of communicative tolerance by scientists actually do not help to create a deep, generalized, holistic understanding of this concept, so searches for the optimal interpretation of this concept are permanent. Therefore, it is important to identify common content of these definitions. Various author's understandings of the term “communicative tolerance”, its main features and structure were analyzed, as well as its two main directions: the interpretation of communicative tolerance as a speech, communicative category, and understanding it as a psychological phenomenon were distinguished. The article authors state that depending on the approach to the analysis of communicative tolerance, scientists in psychology focus mainly on the content characteristics of this concept, while linguists are more interested in the formal side of the manifestation of this phenomenon. The article demonstrates that two groups of personal traits appeared the most often at students’ estimation of prerequisites for optimal communication: 1) the ability to communicate, namely: sociability, interest, attentive listening, hearing and understanding of an interlocutor, appropriate jokes and cheering up; respect for an interlocutor without violation of personal communicative boundaries; accurateness and clearness in statements; 2) moral development / personal morality: responsiveness, openness, empathy, tact, politeness, reliability, tolerance. The authors argue that communicative tolerance is an attitude to an interlocutor as an individual who has the right to be themselves, to express their own opinion and defend their convictions, to show their own individuality in communication; communicative tolerance is also a positive readiness to the perception of everything said in order to solve possible problems through mutual agreements based on common goals, values and interests.

Responding accurately to questions is a fundamental skill, currently under researched in the applied field. The present paper reports the results of a multiple-baseline design across stimulus sets ...

Researchers have evaluated a variety of methods for assessing preference for social interactions, and generally have found that such assessments accurately identify differentially reinforcing, preferred interactions. However, few researchers have compared methods for assessing preference for social interactions, and none have done so with participants across different skill levels. The current study compared the stability and validity of hierarchies produced by social interaction preference assessments (SIPA) and picture-based multiple stimulus without replacement preference assessments (MSWO) with 8 individuals diagnosed with autism spectrum disorder (ASD). The MSWO most often produced valid hierarchies for participants who could match, identify, and tact pictures of social interactions and that the SIPA most often produced valid hierarchies for participants who could not identify or tact pictures of social interactions. A vocal paired-stimulus preference assessment (PSPA) was also conducted with a subset of participants who communicated vocally, and it produced valid hierarchies. Considerations and recommendations for selecting a method of assessing preference for social interactions are discussed.

Twelve college students learned to tact the names of notes and rhythms and play them when presented with compound stimuli (visuals of notes and rhythms on a musical staff). In Experiment 1, we assessed generalization by presenting novel notes, rhythms, and compound stimuli not previously paired together. In the second experiment, we added a metronome that played at 60 beats per minute in all conditions for 3 out of 6 participants to ensure consistent tempo. Across both experiments, participants passed almost all posttests with the exception of tacting and playing in the presence of sound clips. Our data suggest that matrix training is an effective procedure to teach music skills to college students.

Errorless learning and error correction procedures are commonly used when teaching tact relations to individuals diagnosed with autism spectrum disorder (ASD). Research has demonstrated the effectiveness of both procedures, as well as compared them. The majority of these studies have been completed through the use of single-subject experimental designs. Evaluating both procedures using a group design may contribute to the literature and help disseminate research related to the behavioral science of language to a larger audience. The purpose of the present study was to compare an errorless learning procedure to an error correction procedure to teach tact relations to 28 individuals diagnosed with ASD through a randomized clinical trial. Several variables were assessed, including the number of stimulus sets with which participants reached the mastery criterion, responding during pre- and postprobes, responding during teaching, efficiency, and the presence of aberrant behavior. The results indicated that both procedures were effective, efficient, and unlikely to evoke aberrant behavior, despite participants in the error correction condition engaging in significantly more independent correct responses and independent incorrect responses.

Researchers have identified protocols to induce verbal behavior cusps and capabilities that put an individual’s repertoires in contact with new contingencies and allows the individual to learn in new ways; however, little is known about the relationship between different intensities (i.e., doses) of the protocols and inducing important repertoires. The Intensive Tact Instruction (ITI) has been found to reliably induce Bidirectional Naming (BiN), a capability whereby an individual is able to function simultaneously as a speaker and a listener, to acquire language incidentally after exposure to word–object relations in the environment. We matched eight participants into four dyads and participants in dyads experienced different intensities of the ITI protocol. The full intensity protocol included 100 additional tact learning opportunities each day and the accelerated intensity included 50 daily learning opportunities. We found varied results dependent on a participant’s degree of BiN at the onset of the intervention. Participants with Unidirectional Naming (UniN) acquired BiN under both intensities, but participants in the accelerated condition did so with fewer learning opportunities, suggesting the efficiency of the accelerated protocol. Students that demonstrated No-incidental Naming (NiN) demonstrated mixed results from the intervention, regardless of intervention intensity. The outcomes are discussed in terms of efficiency and cost effectiveness.

Purpose: In this short story, the author describes the experience of a man as an online motorbike driver. What is interesting to observe is the use of language between online driver and his three consumers, especially in terms of politeness in language. Implicitly, this short story illustrates the relationship between politeness in language with other factors outside of language, namely technological sophistication and power. Therefore, this research attempts to analyze the language impoliteness in the short story by title “Sore”. Methodology: In this article used the descriptive qualitative method. The data source comes from the "Sore" short story taken from the Facebook fan page. The descriptive method is carried out in several stages, namely the stage of data collection, data analysis stage, and data presentation stage. Main Findings: The study shows that the short story by title “Sore” containing about 60% of impolite utterance and about 40% is polite utterance. Language impoliteness found in this short story mostly trigged by utterance that does not obey the principles of tact maxim, generosity maxim, and sympathy maxim. This impoliteness is characterized by diction having negative connotations, sentences using the direct command, coercive sentences, accusative sentences, derogatory sentences, derogatory sentences, abusive sentences, arrogance sentences, and physical violence. Applications: This research applicable used as the model in understanding or interpreting language impoliteness in a text. Novelty/Originality: This short story show that language politeness is no longer merely determined by age and gender. This short story shows the relationship between the sophisticated technology, power, and religiosity with language politeness. The more the high the technology, the more the lack of the politeness of the language. Using the sophisticated technology which is not accompanied by spiritual

The article substantiates the relevance of the subject-activity approach in shaping the professional mobility of future engineers-teachers in the area of computer technology. The content of subject’s professional activity has been outlined. The essence of the system-activity approach has been revealed, which consists of the subjective experience formation for solving engineering and pedagogical problems in the process of future professional activity. It has been emphasized that the subjective-activity approach involves the mechanism identification of professional mobility development of an engineer-teacher in the area of computer technology. It has been determined that in the context of a subject-activity approach, the professional mobility of an engineer-teacher in the area of computer technology should be manifested in motivated, conscious and purposeful activity. It has the ability to accumulate and activate the specialist’s internal potential as a subject of engineering and pedagogical activity in the most important stages of professional formation. The process of the investigated quality formation, which is considered from the standpoint of the individual activity, and manifests itself through the future specialist’s need and ability to improve himself, has been highlighted. The characteristics of a professionally mobile engineer-teacher in the context of subjective-activity approach have been outlined. It is necessary to outline the characteristics of a professionally mobile engineer-teacher in the light of subjective-activity approach: moral-value and volitional properties; focus on self-development and professional self-improvement; active personality position, desire and ability to initiate, critically reflect the results of activities and relationships with other people; possession of intellectual and cognitive properties, including professional competence, professionalism, possession of new technologies in engineering and pedagogical activity; ability to create products of object and intellectual activity, to transform them; creative potential, uniqueness, sociability, tact, tolerance. Prospects for further exploration of the professional mobility of future computer engineer educators are related to the isolation and characterization of the components of the investigated quality.

The article is devoted to the research of the problem of pedagogical ethics, specifically the norms of communication and interaction between teachers and students with special educational needs. One of the most important requirements to pedagogic profession is clear social and professional position of its representatives. The profession encourages the teachers to expresses themselves as the subjects of pedagogical activity. The position of the teacher is a system of those intellectual, volitional and emotional-evaluative attitudes to the world, pedagogical reality and pedagogical activity in particular, which are the source of teachers’ activity. It is determined, on the one hand, by the demands, expectations and opportunities provided by society. On the other hand, there are internal, personal sources of activity such as aspiration, experience, incentives and goals of the teachers, their values, outlook, and ideals. The purpose of this article is to clarify moral and ethical principles of co-operation of teachers and students with special educational needs and to put forward a number of practical tips on how to communicate with them. In the context of the given article, such key concepts as “inclusive education”, “children with special educational needs (SEN)”, “morality”, “pedagogical tact” and others have been analyzed; such aspects of pedagogical morality of teachers as ethical principles of cooperation “teacher - student with SEN”, rules of conduct and norms of communication with students with SEN have also been formulated. In our opinion, the main ethical principles of cooperation in an inclusive environment involve the principle of humanism, the principle of nature, the principle of combining respect for the personality of the pupil with sensible discipline, the principle of democratization, the principle of positive background, the principle of the subject - subjective interaction, the principle of individual approach to students, and acmeological principle. In the table we have given examples of speech cliches which we recommend to use, or, on the contrary, to avoid in speaking and writing communication with students in an inclusive environment. We have also offered a set of practical recommendations as to communication between teachers and students with special educational needs based on moral standards and pedagogical ethics.

The article explores eco-pragmatic strategies of politeness, conditioned on the one hand by the maxims of successful cooperation , developed by H. P. Gr i ce , which regulate formal components of the message ; and, o n the other hand, by the principle of politeness ( by G . Le e ch), which considers the moral and ethical component of the message. Ecopragmatic strategies are defined as strategies aimed at harmonizing relationships between individuals and all subject s from environment . The study has highlighted and analyzed eco-pragmatic strategies of tact, generosity, approval, modesty, consent and sympathy aimed at creating comfortable conditions of communication, minimizing inconvenience and communicative dominance; positive attitude and prais ing others; objective self-esteem; avoidance of conflict situations and so on. Scientific research of effective communication, where the principles of politeness have gained particular weight, has given impetus to the development by Penelope Brown and Steven Levinson in 1987 the theory of politeness. The main thesis of this theory is the statement that politeness is one of the basic needs of the individual, which is realized through appropriate strategies, the choice of which is determined by the threat of losing the “face”. Polite communicative behavior involves saving the interlocutors’ “face” through softening or avoidance of “face threatening” acts. Taking into account further research of the politeness theory by P. Brown and S. Levinson as well as their followers ’, R. and S. S c o l lon , eco-pragmatic strategies of involvement and distanc ing (or independence) were also defined. Involvement strategies are implemented through: addressing the listener by name; exaggeration of interest, approval, sympathy, etc.); inclusive attributes of belonging to a common group; expressing a common point of view; optimistic attitude ; a hint or demonstration of reciprocity. Distancing is manifested by such discursive means as using minimum assumptions, providing the choice to the hearer , addressing by name and patronymic, apologizing, keeping silence, using common language or dialect, and so on.

We evaluated the efficacy of a most-to-least intrusive error-correction/prompting procedure for teaching 3 children with autism to tact the private events of others through publicly accompanying stimuli. Participants did not reliably demonstrate correct tact responses to publicly observable stimuli that accompany common emotions reported by others (e.g., bandage = hurt) in baseline. Procedures were taken from the Promoting the Emergence of Advanced Knowledge Relational Training System: Direct Training Module (PEAK-DT) to aid in clinical replication, and training was introduced in a multiple-baseline design. Results showed that the procedures were efficacious in teaching this skill to each of the participants, and fast rates of acquisition were observed.

Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre-service or in-service programmes devote explicit attention to developing this important teacher quality. This study set out to understand why. Specifically, data were collected to investigate how educators perceive intuition, and its role in teacher pedagogical tact. Ten focus group discussions were held with school board members, teacher educators, school principals, in-service teachers and pre-service teachers. Participants recognised two types of intuition commonly described in the literature (local and nonlocal), and affirmed the importance of intuition for teacher pedagogical tact. These educators also noted that teachers are rarely if ever encouraged to make conscious use of their intuition, let alone develop it. There was consensus that teachers differ in how well they are able to tune into their intuition. Though the scale of the study is small, the findings suggest that more attention should be given to developing teacher intuition and pedagogical tact than is currently the case.

Honest communication between therapist and client is foundational to good psychotherapy. However, while past research has focused on client honesty, the topic of therapist honesty remains almost entirely untouched. Our lab's research seeks to explore the role of therapist honesty, how and why therapists make decisions about when to be completely honest with clients (and when to abstain from telling the whole truth), and the perceived consequences of these decisions. This article reviews findings from our preliminary research, presents a case study of the author's honest disclosure dilemma, and discusses the role of therapeutic tact and its function in the therapeutic process.

This issue of Journal of Clinical Psychology: In Session focuses on the nature and consequences of psychotherapy clients' disclosures, secrets, and dishonesty, with a particular emphasis on the ways in which therapists can best facilitate greater and more honest disclosure. This introduction to this issue reviews the growing theoretical and empirical literature on the frequency, types, motives, and consequences of client and therapist dishonesty (broadly defined); it also reviews the contributions within this issue, noting the welcome focus of the majority of these papers on the nature of client dishonesty in specific disorders (e.g., eating disorders; substance abuse) and/or specific clinical settings (e.g., prisons). Taken together, these papers speak to the ways that therapists may tailor their clinical interventions to match the specific ways that dishonesty manifests in different clinical populations.

Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name-feature intraverbal, and feature-name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., "Point to Tennessee" and child selects a picture of Tennessee), the experimenters provided related IF (e.g., "The capital of this state is Nashville"). After 3 sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name-feature intraverbal, and feature-name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming.