Codic is a distinct type of verbal operant that involves behavior resulting in generalized conditioned reinforcement. Unlike other verbal operants, codics are controlled by a verbal discriminative stimulus and do not require formal similarity (a match between the form of the stimulus and the response). However, codic behavior does exhibit point-to-point correspondence, meaning that there is a direct relationship between the parts of the stimulus and the response.
Types of Codics:
- Textual Codic In a textual codic response, the individual observes a visual stimulus—such as written words—and responds by verbally expressing the corresponding content. This can be compared to reading aloud, where the person reads and simultaneously verbalizes the words they are visually perceiving.
Example: When someone reads a passage from a book and articulates the words they see, they are engaging in textual codic behavior.
- Transcription Codic A transcription codic involves a verbal stimulus, such as spoken words, with the response being written. In this form of codic, the individual translates spoken language into written form, reinforcing the connection between auditory input and written output.
Example: If a teacher says a spelling word out loud, and the student writes the word on paper in response, this is transcription codic behavior.
Why Codics Matter
Both textual and transcription codics highlight the versatility of verbal behavior, showing how individuals can interact with stimuli presented through different modalities—whether visual or auditory—and transform it into another form. These behaviors play a significant role in literacy development and communication, as they allow individuals to interpret, express, and respond to information effectively. The reinforcement obtained from these codic responses further strengthens language skills and literacy proficiency.
