PSY8304 expands students' knowledge of Skinner's analysis of verbal behavior and examines the verbal operants involved. Capella says it is for PhD in Behavior Analysis students only, lists PSY7306 as a prerequisite, and notes it cannot be fulfilled by transfer.
The course also considers the importance of the analysis for the practice of behavior analysis. Students find it challenging because it asks them to analyze language by its function, which differs from how most people think about words.
Course at a Glance
| Item | Details |
|---|---|
| University | Capella University |
| Code and title | PSY8304 Analysis of Verbal Behavior |
| Level | Doctoral (PhD in Behavior Analysis students only) |
| Credits | 5 |
| Prerequisite | PSY7306 |
| Restriction | Cannot be fulfilled by transfer |
What PSY8304 Covers
| Catalog topic | What to practice |
|---|---|
| Skinner's analysis of verbal behavior | Reading the account closely and stating its key claims |
| The verbal operants | Identifying and classifying examples by function |
| Importance of the analysis | Explaining why it matters for the field |
| Implications for practice | Connecting classification to assessment and teaching decisions |
Key Ideas to Get Straight
Function over Form
The same word can serve different functions depending on what controls it. Classification asks what came before the response and what followed it, not just what was said.
Invented illustration: A fictional child says "cookie" in three situations: while reaching towards a closed jar, while looking at a picture of a cookie, and after an adult says "cookie". Though the word is identical, the controlling variables differ, so each instance is analyzed as a different kind of verbal response.
Reading the Antecedent and Consequence
For each example, write what preceded the response, what the response was, and what followed. A short three-column table makes classification much more reliable.
Why It Matters for Practice
Explain how a classification would change an assessment or a teaching plan. This is the link the catalog expects you to make.
Typical Assignments and How to Approach Them
The catalog does not list individual assessments. Typical tasks for this content are below; check your course room.
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Classification exercises | Applying the operants accurately | Use the antecedent, response, consequence table for each example |
| Conceptual paper | Understanding Skinner's account | Define terms, then argue with citations |
| Application analysis | Practical implications | Use a short case and trace assessment and teaching decisions |
| Discussion posts | Concise reasoning | One example, one analysis, one implication |
An Example Analysis Table
Use the same table for every example so your reasoning is visible.
| Before and after | Response | Classification and reason |
|---|---|---|
| What came before and what followed | What was said or signed | Which operant, and why |
Fill the last column last. If the reason is hard to write, check the antecedent again; most classification errors come from misreading what controls the response.
Writing and Referencing
Use the primary text and your assigned readings for definitions. Quote sparingly and paraphrase accurately.
- Define each operant once, with the source, before classifying examples.
- Use original examples wherever the assignment allows; do not copy textbook examples.
- Keep language about the learner respectful and person-centered.
- Finish with practical implications, not just classification.
A Second Worked Example: From Classification to a Teaching Decision
Classification alone is not the goal. The catalog asks about implications for practice, so finish each analysis with a decision.
Invented illustration: A fictional learner can name pictures when shown them but rarely asks for items they want. Your analysis notes that the same word is under different control in the two situations, so skill in one does not guarantee the other. The implication: assess and teach requesting separately, using situations where the learner wants the item, and check whether naming and requesting both appear afterwards.
This is the kind of reasoning rubrics reward: a classification, the reason for it, and a concrete consequence for assessment or teaching.
Take care with strength of claim. A single observation suggests a hypothesis; to be confident you would want repeated observations or a brief assessment, and your write-up should say so.
Pacing Your Work
Classification skill improves with repetition, so practice a few examples every day rather than many on one night. After each reading, write three original examples and classify them, then check them against the definitions in your texts.
Keep your analysis table for each example in one document. When an assignment arrives you will already have worked samples to adapt and a record of the mistakes you have learned to avoid.
Where Students Get Stuck
- Classifying by form. The word does not decide the category; the controlling variables do.
- Missing consequences. A response cannot be analyzed without noting what followed.
- Loose definitions. Re-read the source definition and compare it with your wording.
- No application. Add how the classification would guide practice.
Study Tips for PSY8304
- Check that you have completed PSY7306, the listed prerequisite.
- Make flash cards with an example on one side and your classification and reason on the other.
- Invent your own examples and ask a peer to classify them.
- Keep a log of mistakes and what caused each.
How We Help with PSY8304
Send the prompt, rubric, readings and any draft. A writer with a behavior analysis background can review your classifications, prepare a custom analysis or explain the operants with new examples. See our psychology assignment help guide.
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Frequently Asked Questions
Capella lists it for PhD in Behavior Analysis students only.
PSY7306.
The catalog says it cannot be fulfilled by transfer.
Skinner's analysis of verbal behavior, the verbal operants involved and the implications for the practice of behavior analysis.
Because the same words can be controlled by different variables, so the category depends on antecedents and consequences, not on form.
No. We provide tutoring and model examples; your submitted work must be your own.