Behaviorism: Some Truths That Need Telling, Some Errors That Need Correcting
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Mentalism Versus Behaviourism in Economics: a Philosophy-Of-Science
Mentalism versus behaviourism in economics: aphilosophy-of-scienceperspective⇤ Franz Dietrich Christian List CNRS & University of East Anglia London School of Economics 18 November 2012 Abstract Behaviourism is the view that preferences, beliefs, and other mental states in social- scientific theories are nothing but constructs re-describing people’s behavioural dis- positions. Mentalism is the view that they capture real phenomena, no less existent than the unobservable entities and properties in the natural sciences, such as elec- trons and electromagnetic fields. While behaviourism has long gone out of fashion in psychology and linguistics, it remains influential in economics, especially in ‘re- vealed preference’ theory. We aim to (i) clear up some common confusions about the two views, (ii) situate the debate in a historical context, and (iii) defend a men- talist approach to economics. Setting aside normative concerns about behaviourism, we show that mentalism is in line with best scientific practice even if economics is treated as a purely positive science of economic behaviour. We distinguish men- talism from, and reject, the radical neuroeconomic view that behaviour should be explained in terms of people’s brain processes, as distinct from their mental states. 1 Introduction Economic theory seeks to explain the social and economic behaviour of human (and sometimes other) agents.1 It usually does so by (i) ascribing, at least in an ‘as if’ mode, ⇤This paper was presented at the LSE Choice Group workshop on ‘Rationalizability and Choice’, July 2011, the D-TEA workshop, Paris, July 2012, and the EIPE seminar, Rotterdam, September 2012. We are grateful to the participants and especially Nick Baigent, Walter Bossert, Richard Bradley, Mika¨el Cozic, Eddie Dekel, Ido Erev, Itzhak Gilboa, Conrad Heilmann, Johannes Himmelreich, Marco Mariotti, Friederike Mengel, Clemens Puppe, Larry Samuelson, David Schmeidler, Asli Selim, Daniel Stoljar, Kotaro Suzumura, and Peter Wakker for comments and discussion. -
State of Connecticut Department of Public Health
STATE OF CONNECTICUT DEPARTMENT OF PUBLIC HEALTH VERIFICATION OF DOCTORAL PROGRAM Applicant: Please complete the top portion of this form and forward it to the university where you received your doctoral degree. Name: _______________________________ Student identification number: __________________ University name and location: ________________________________________________________ TO BE COMPLETED BY EDUCATIONAL INSTITUTION ONLY The University must complete the remainder of this form for the above referenced applicant and return the form directly to the address listed below. The applicant completed a doctoral program of study within the Department of __________________ Please specify type of psychology program: clinical psychology counseling psychology school psychology other: ___________________________________________________ Was the candidate's program of study APA accredited at the time of the applicant’s completion? YES NO Did this applicant complete a course of studies encompassing a minimum of three academic years of full- time graduate study, of which a minimum of one academic year of full-time academic graduate study in psychology in residence at the institution granting the doctoral degree? YES NO Did this applicant complete coursework in scientific methods as follows (Check all that apply and indicate number of credit hours): Coursework No. of Credit Hours Research design and methodology Statistics and psychometrics Biological bases of behavior, for example, physiological psychology, comparative psychology, neuro-psychology, -
John B. Watson's Legacy: Learning and Environment
Developmental Psychology Copyright 1992 by the American Psychological Association, Inc. 1992, Vol. 28, No. 3, 360-367 OOL2-1649/92/$3.0O John B. Watson's Legacy: Learning and Environment Frances Degen Horowitz Graduate School and University Center City University of New \brk John B. Watson's contribution is evaluated in relation to his own time, with respect to his historical influence, and in light of current issues in developmental psychology. A survey of a nonrandom sample of current developmental psychologists revealed no consensus with respect to Watson's legacy to developmental psychology. The influence of Watson's insistence on an objective methodol- ogy in psychology remains, although is not necessarily acknowledged. His extreme environmental- ism has been rejected. His concern to understand the principles of learning is reflected in the subsequent work of the Hullians and the Skinnerians. The influence of his underlying premise about the importance of environment and of learning is to be found in such work as studies of the effects of intervention programs. I question the possible costs to the field of the continued rejection of a Watsonian emphasis on learning as an important process in development and behavior. In his time, John Broadus Watson (1878-1958) was contro- felt he had ignored biological variables, but the remainder versial. So he remains. In preparation for this reflective essay tended to disagree with that characterization. on his legacy to developmental psychology, I sent a question- Diversity of opinion is rife in developmental psychology to- naire to a nonrandom sample of mostly senior developmental day, but when asked to evaluate the theoretical and methodolog- psychologists.1 The 45 respondents ranged widely in their per- ical contributions of Baldwin, Binet, Darwin, Freud, Gesell, ceptions of Watson's contributions and in their evaluations. -
International Journal of Comparative Psychology
eScholarship International Journal of Comparative Psychology Title The State of Comparative Psychology Today: An Introduction to the Special Issue Permalink https://escholarship.org/uc/item/0mn8n8bc Journal International Journal of Comparative Psychology, 31(0) ISSN 0889-3675 Authors Abramson, Charles I. Hill, Heather M. Publication Date 2018 License https://creativecommons.org/licenses/by/4.0/ 4.0 Peer reviewed eScholarship.org Powered by the California Digital Library University of California 2018, 31 Charles Abramson Special Issue Editor Peer-reviewed* The State of Comparative Psychology Today: An Introduction to the Special Issue Charles I. Abramson 1 and Heather M. Hill 2 1 Oklahoma State University, U.S.A. 2 St. Mary’s University, U.S.A. Comparative psychology has long held an illustrious position in the pantheon of psychology. Depending on who you speak with, comparative psychology is as strong as ever or in deep decline. To try and get a handle on this the International Journal of Comparative Psychology has commissioned a special issue on the State of Comparative Psychology Today. Many of the articles in this issue were contributed by emanate comparative psychologists. The topics are wide ranging and include the importance of incorporating comparative psychology into the classroom, advances in automating, comparative cognition, philosophical perspectives surrounding comparative psychology, and issues related to comparative methodology. Of special interest is that the issue contains a listing of comparative psychological laboratories and a list of comparative psychologists who are willing to serve as professional mentors to students interested in comparative psychology. We hope that this issue can serve as a teaching resource for anyone interested in comparative psychology whether as part of a formal course in comparative psychology or as independent readings. -
Journal of Comparative Psychology Inaccessibility of Reinforcement Increases Persistence and Signaling Behavior in the Fox Squirrel (Sciurus Niger) Mikel M
Journal of Comparative Psychology Inaccessibility of Reinforcement Increases Persistence and Signaling Behavior in the Fox Squirrel (Sciurus niger) Mikel M. Delgado and Lucia F. Jacobs Online First Publication, April 14, 2016. http://dx.doi.org/10.1037/com0000021 CITATION Delgado, M. M., & Jacobs, L. F. (2016, April 14). Inaccessibility of Reinforcement Increases Persistence and Signaling Behavior in the Fox Squirrel (Sciurus niger). Journal of Comparative Psychology. Advance online publication. http://dx.doi.org/10.1037/com0000021 Journal of Comparative Psychology © 2016 American Psychological Association 2016, Vol. 130, No. 3, 000 0735-7036/16/$12.00 http://dx.doi.org/10.1037/com0000021 Inaccessibility of Reinforcement Increases Persistence and Signaling Behavior in the Fox Squirrel (Sciurus niger) Mikel M. Delgado and Lucia F. Jacobs University of California, Berkeley Under natural conditions, wild animals encounter situations where previously rewarded actions do not lead to reinforcement. In the laboratory, a surprising omission of reinforcement induces behavioral and emotional responses described as frustration. Frustration can lead to aggressive behaviors and to the persistence of noneffective responses, but it may also lead to new behavioral responses to a problem, a potential adaptation. We assessed the responses to inaccessible reinforcement in free-ranging fox squirrels (Sciurus niger). We trained squirrels to open a box to obtain food reinforcement, a piece of walnut. After 9 training trials, squirrels were tested in 1 of 4 conditions: a control condition with the expected reward, an alternative reinforcement (a piece of dried corn), an empty box, or a locked box. We measured the presence of signals suggesting arousal (e.g., tail flags and tail twitches) and found that squirrels performed fewer of these behaviors in the control condition and increased certain behaviors (tail flags, biting box) in the locked box condition, compared to other experimental conditions. -
Understanding Human Consciousness: Theory and Application
o Journal of Experiential Psychotherapy, vol. 21, n 2 (82) June 2018 Understanding Human Consciousness: Theory and Application Maretha Prinsloo, PhD*i *Cognadev, UK “Consciousness implies awareness: subjective, phenomenal experience of internal and external worlds... Our views of reality, of the universe, of ourselves depend on consciousness. Consciousness defines our existence.” (Hameroff & Penrose, 2014, p. 39) Abstract Introduction: The study of consciousness attracts the attention of psychologists, philosophers and scientists. It is, however, mostly dealt with in a descriptive and speculative manner, without explaining the nature of the subjective experience and the dynamics involved. Objectives: This article aims to provide a brief overview of prominent philosophical, psychological, sociological and quantum physics perspectives on consciousness. The practical implications of consciousness theory are also addressed. Methods: Literature review. Results: From a social sciences point of view, Gebser’s Structure of Human Consciousness model, Clare Graves’s Spiral Dynamics (SD) model and Ken Wilber’s Integral AQAL model are briefly discussed to understand the concept of levels of consciousness and to differentiate between the developmental themes which characterise each of these levels. This is followed by a description of scientific theories and findings. Here the work of prominent philosophers of science, including Dennett and Laszlo, is briefly explored. Neurological and quantum physics discoveries, including the work of Bohm, Pribram, McTaggart, Hameroff and Penrose are referred to and the phenomenon of collective consciousness is explained in terms of the physics concepts of quantum nonlocality and entanglement. Next, the application of consciousness theory is addressed within the contexts of societal transformation, leadership, organisational development, organisational culture and education. -
Psycholinguistic Research Methods 251
Psycholinguistic Research Methods 251 See also: Deixis and Anaphora: Pragmatic Approaches; Freud S (1915). ‘Die Verdra¨ngung.’ In Gesammelte Werke Jakobson, Roman (1896–1982); Lacan, Jacques (1901– X. Frankfurt am Main: Imago. 1940–1952. 1981); Metaphor: Psychological Aspects; Metonymy; Lacan J (1955–1956). Les Psychoses. Paris: Seuil, 1981. Rhetoric, Classical. Lacan J (1957). ‘L’instance de la lettre dans l’inconscient ou la raison depuis Freud.’ In E´ crits. Paris: Seuil, 1966. Lacan J (1957–1958). Les formations de l’inconscient. Bibliography Paris: Seuil, 1998. Lacan J (1959). ‘D’une question pre´liminaire a` tout traite- Freud S (1900). ‘Die Traumdeutung.’ In Gesammelte werke ment possible de la psychose.’ In E´ crits. Paris: Seuil, II-III. Frankfurt am Main: Imago. 1940–1952. 1966. Freud S (1901). ‘Zur Psychopathologie des Alltagslebens.’ Lacan J (1964). Les quatre concepts fondamentaux de la In Gesammelte werke IV. Frankfurt am Main: Imago. psychanalyse. Paris: Seuil, 1973. 1940–1952. Lacan J (1969–1970). L’envers de la psychanalyse. Paris: Freud S (1905). ‘Der Witz und seine Beziehung zum Unbe- Seuil, 1991. wussten.’ In Gesammelte Werke, VI. Frankfurt am Main: Imago. 1940–1952. Psycholinguistic Research Methods S Garrod, University of Glasgow, Glasgow, UK This usually involves taking the average of the values ß 2006 Elsevier Ltd. All rights reserved. of the dependent variable (response latencies) for each value of the independent variable (each list of words acquired at different ages) and establishing Psycholinguistics aims to uncover the mental repre- whether the differences associated with the different sentations and processes through which people pro- values of the independent variable are statistically duce and understand language, and it uses a wide reliable. -
The Behavioral Neuroscientist and Comparative Psychologist
BUSINESS NAME The Behavioral Neuroscientist and Comparative Psychologist Division 6, American Volume 25, Issue 2 Fall/Winter, 2010 Psychological Association Editor A Message From Division 6 President Gordon Burghardt David J. Bucci, PhD Dartmouth College As incoming president of Division 6 I was not totally aware of what would be entailed. Now that I am in the thick of helping plan the APA convention program, facilitating the operation of our various Division President committees such as Membership, Fellows, Awards, Gordon Burghhardt, PhD Students, and others, I see that I, along with many other Div. 6 members, take for granted the ‗gift‘ we have as one of the oldest APA divisions and the sup- port and resources available to us from APA. None- theless, there are problems that we need to discuss both within and across the many APA Divisions. In Inside this issue: this and future newsletter essays I want to raise is- sues, present proposals, and try to elicit some feed- back and dialogue that can be discussed within our Message from 1, 4- division listserv [email protected] or through President 5 personal exchanges at [email protected]. In any event, vigorous conversations seem to be needed. Membership Crisis & the Scientific Imperative APA council, but only one seat due to our small Division 6 2-3 The Division Services office of APA is concerned membership. Still, our impact on the field, as Officers about the health of all divisions, as many APA mem- shown by articles and research blurbs in the APA bers are not affiliating with any division and those Monitor and the flagship American Psychologist, belie remaining in divisions are rapidly aging and member- our small numbers. -
The Cognitive Revolution: a Historical Perspective
Review TRENDS in Cognitive Sciences Vol.7 No.3 March 2003 141 The cognitive revolution: a historical perspective George A. Miller Department of Psychology, Princeton University, 1-S-5 Green Hall, Princeton, NJ 08544, USA Cognitive science is a child of the 1950s, the product of the time I went to graduate school at Harvard in the early a time when psychology, anthropology and linguistics 1940s the transformation was complete. I was educated to were redefining themselves and computer science and study behavior and I learned to translate my ideas into the neuroscience as disciplines were coming into existence. new jargon of behaviorism. As I was most interested in Psychology could not participate in the cognitive speech and hearing, the translation sometimes became revolution until it had freed itself from behaviorism, tricky. But one’s reputation as a scientist could depend on thus restoring cognition to scientific respectability. By how well the trick was played. then, it was becoming clear in several disciplines that In 1951, I published Language and Communication [1], the solution to some of their problems depended cru- a book that grew out of four years of teaching a course at cially on solving problems traditionally allocated to Harvard entitled ‘The Psychology of Language’. In the other disciplines. Collaboration was called for: this is a preface, I wrote: ‘The bias is behavioristic – not fanatically personal account of how it came about. behavioristic, but certainly tainted by a preference. There does not seem to be a more scientific kind of bias, or, if there is, it turns out to be behaviorism after all.’ As I read that Anybody can make history. -
Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements
Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements Sec. 20-188-1. Definitions (a) "Accreditation by the American Psychological Association" shall mean that: (1) the program held provisional accreditation status or full accreditation status throughout the period of the applicant's enrollment, provided said provisional status subsequently progressed without interruption to full accreditation; or (2) the program held probationary accreditation status during the applicant's enrollment and, upon termination of said probationary status, subsequently achieved full accreditation. (b) "Recognized regional accrediting body" shall mean one of the following accrediting bodies: New England Association of Schools and Colleges; Middle States Commission on Higher Education; North Central Association of Colleges and Schools; Northwest Association of Colleges and Universities; Southern Association of Colleges and Schools; and Western Association of Schools and Colleges. (c) "Accreditation by a recognized regional accrediting body" shall mean that: (1) the institution held accreditation status or candidacy for accreditation throughout the period of the applicant's enrollment, provided said candidacy status subsequently progressed without interruption to full accreditation; or (2) the institution held accreditation status under probation or show-cause order during the applicant's enrollment and, upon termination of said probation or show-cause order, accreditation status was maintained without interruption. -
JEROME SEYMOUR BRUNER COURTESY of RANDALL FOX 1 October 1915
JEROME SEYMOUR BRUNER COURTESY OF RANDALL FOX 1 october 1915 . 5 june 2016 PROCEEDINGS OF THE AMERICAN PHILOSOPHICAL SOCIETY VOL. 161, NO. 4, DECEMBER 2017 biographical memoirs s a student of narrative, Jerome (Jerry) Seymour Bruner knew well that one can tell many stories about an individual person, Aevent, and life. Indeed, at the start of his autobiography, Jerry Bruner wrote, “I can find little in [my childhood] that would lead anybody to predict that I would become an intellectual or an academic, even less a psychologist.” And yet, it is appropriate—if not essential—to begin this memoir with the fact that Jerry Bruner was born blind. Only at age 2, after two successful cataract operations (Jerry spoke of “good luck and progress in ophthalmology”) could Jerry see. For the rest of his lengthy and event-filled life, he wore memorably thick corrective lenses. And when he was not peering directly at you—be you an audience of one or of one thousand—he would grasp his glasses firmly in his palm and punctuate his fluent speech with dramatic gestures. As a younger child of an affluent Jewish family living in the suburbs of New York City, Jerry was active, playful, and fun-loving—not partic- ularly intellectual or scholarly. His sister Alice wondered why he was always asking questions; Jerry later quipped that he was “trying out hypotheses.” Freud said that the death of a father is the most important event in a man’s life. Whether or not cognizant of this psychoanalytic pronouncement, Bruner seldom referred to his mother; he devoted much more space in his autobiography and much more time in conver- sation to commemorating his father: “Everything changed, collapsed, after my father died when I was twelve, or so it seemed to me.” And indeed, as he passed through adolescence and into early adulthood, Bruner became a much more serious student, a budding scholar, a wide-ranging intellectual. -
Harry Harlow, John Bowlby and Issues of Separation
Integr Psych Behav (2008) 42:325–335 DOI 10.1007/s12124-008-9071-x INTRODUCTION TO THE SPECIAL ISSUE Loneliness in Infancy: Harry Harlow, John Bowlby and Issues of Separation Frank C. P. van der Horst & René van der Veer Published online: 13 August 2008 # The Author(s) 2008. This article is published with open access at Springerlink.com Abstract In this contribution, the authors give an overview of the different studies on the effect of separation and deprivation that drew the attention of many in the 1940s and 1950s. Both Harlow and Bowlby were exposed to and influenced by these different studies on the so called ‘hospitalization’ effect. The work of Bakwin, Goldfarb, Spitz, and others is discussed and attention is drawn to films that were used to support new ideas on the effects of maternal deprivation. Keywords Separation . Maternal deprivation . Hospitalization effect . History of psychology. Attachment theory . Harlow. Bowlby From the 1930s through the 1950s clinical and experimental psychology were dominated by ideas from Freud’s psychoanalytic theory and Watson’s behaviorism. Although very different in their approach to the study of (human) behavior, psychoanalysts and behaviorists held common views on the nature of the bond between mother and infant. According to scientists from both disciplines the basis for this relationship was a secondary drive, i.e. the fact that the child valued and loved the mother was because she reduced his or her primary drive for food. The central figure of this special issue, American animal psychologist Harry Harlow (1905–1981), in the 1950s shifted his focus from studies of learning in monkeys (e.g., Harlow and Bromer 1938; Harlow 1949) to a more developmental approach—or in Harlow’s own words a transition “from learning to love” (cf.