Luria's Regulatory Concept and its Misplacement in Verbal-Nonverbal Correspondence Training

Abstract

Empirical studies in verbal-nonverbal correspondence training have cited Luria's regulatory concept to explain why children who promise what they will do later (say-do or promise-do sequence) often show more correspondence between their verbal and nonverbal behavior than children who report about their prior behavior (in a do-say or do-report sequence). This paper suggests that it is not Luria's regulatory concept that explains the different effectiveness of these methods, but rather the manner in which reinforcement is programmed at various points in their verbal-nonverbal chains.