DOCSLIB.ORG

How Integral Leaders Can Contribute to the Growth of Emerging Leaders Susan M

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
How Integral Leaders Can Contribute to the Growth of Emerging Leaders Susan M Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2015 A Mixed Methods Perspective: How Integral Leaders Can Contribute to the Growth of Emerging Leaders Susan M. Hayes Antioch University - PhD Program in Leadership and Change Follow this and additional works at: http://aura.antioch.edu/etds Part of the Business Administration, Management, and Operations Commons, Developmental Psychology Commons, Industrial and Organizational Psychology Commons, Leadership Studies Commons, Management Sciences and Quantitative Methods Commons, Nonprofit Administration and Management Commons, and the Organizational Behavior and Theory Commons Recommended Citation Hayes, Susan M., "A Mixed Methods Perspective: How Integral Leaders Can Contribute to the Growth of Emerging Leaders" (2015). Dissertations & Theses. 232. http://aura.antioch.edu/etds/232 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. A MIXED METHODS PERSPECTIVE: HOW INTEGRAL LEADERS CAN CONTRIBUTE TO THE GROWTH OF EMERGING LEADERS SUSAN M. HAYES A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy July, 2015 This is to certify that the Dissertation entitled: A MIXED METHODS PERSPECTIVE: HOW INTEGRAL LEADERS CAN CONTRIBUTE TO THE GROWTH OF EMERGING LEADERS prepared by Susan M. Hayes is approved in partial fulfillment of the regulations for the degree of Doctor of Philosophy in Leadership and Change. Approved by: ________________________________________________________________________ Mitchell Kusy, Ph.D., Chair date ________________________________________________________________________ Carol Baron, Ph.D., Methodologist, Committee Member date ________________________________________________________________________ Ron Cacioppe, Ph.D., Committee Member date ________________________________________________________________________ Rica Viljoen, Ph.D., External Reader date Copyright 2015 Susan M. Hayes All rights reserved Acknowledgements I am an amalgamation of many people’s wisdom. As a child, my grandfather modeled how to treat other people and to genuinely care for seniors. His son, my father, taught me to anticipate other people’s needs and to be hospitable and help people feel comfortable around me. His daughter, my aunt, showed me how to take the time to make something beautiful and care about how you do things. My most favorite mentor, my uncle on my mother’s side taught me to see the people around me with compassionate eyes and reach out to make a difference in their lives. He taught me to just “be there” with someone, to let them know how much I care. My dear, dear, friend, taught me to live my values in everything I did. In my 30's I set the goal to get my Ph.D. without realizing then how many years it would take to accomplish the goal. I also did not realize how much support I would need to accomplish such a goal. Throughout my life, I am blessed with wonderful friends and family members who support and love me and gave me unconditional attention while I was getting my Ph.D. I am who I am today because of the love and support from my husband, Pat. He took care of all of the details around me so I could concentrate on my Ph.D. He regularly served me food and hot tea so I could keep working. Being a night owl, I worked well after he went to bed, so I had time to think and write. So in reality, this Ph.D. is his, as well. I am grateful Al Guskin took the time to create this Ph.D. program and decided to “do it differently” from all the other programs. He surrounded himself with brilliant people who wanted to create a Ph.D. program that blended the best practices as well as i enticed professors from all around the globe who wanted to impact higher education. He was my first advisor and his wisdom and advice to “stay in the moment” and not concentrate on what I would do after the program, created many opportunities that presented themselves throughout the program. I am grateful that Laurien Alexandre became the Director of the program and helped to create reflective, scholarly practitioners. I am so grateful to be part of Cohort 11 because I met incredible men and women and became dear friends with several in the group. I feel blessed as a result of these friendships. One member in particular, Dr. Debbie Bartoo I call my Wizard because she always had the answer when I asked a technical question. I am grateful for the support and guidance from Deb Baldwin, our private librarian because I feared I would not have made it without her. What an enriching experience it was to have all of the resources I needed available at any hour of the day or night. When I couldn't find something, there was always someone who could. Deb made this experience fun and doable. Jayne Alexander helped me make my work––picture perfect! I am grateful Mitch Kusy agreed to be my second advisor and dissertation chair. His advice and guidance were beneficial and his friendship meaningful and timely. My methodologist, Carol Baron was creative and offered different perspectives. My integral expert, Ron Cacioppe from Perth Australia, was thought-provoking and practical. He was creative and encouraging, and he gave me the courage to play with the theories as he asked difficult questions and explored new grounds. Rica Viljoen from South Africa, was my external reader, and she introduced me to looking at my work with a broader ii perspective and a deeper meaning. She recommended other dissertations that “fed my soul” when I read them. I am grateful that whenever I had a challenge that I knew I couldn’t solve, a friend stepped in and gave me the support I needed. And of course, I thank Lily and Leah, our cats who made my office beautiful with their continued presence. iii Abstract Given that organizational complexity continues to increase, leaders are looking for credible information, and a process that helps them become a better leader. Emerging leaders are faced with trying to be the best leader they can be while leading teams of people who think and act differently from them. To assist emerging leaders with their leadership, this study explores the literature and looks to highly respected and admired leaders for how they became the leader they are today. The purpose of this study was fourfold: first, to identify and describe first and second tier integral theory leaders from a sample of leader respondents from a U.S. Midwestern city; second, to describe how first and second tier integral theory leaders define leadership; third, to determine what second tier integral leaders see as leading to their becoming the leader they are today; and fourth, to identify the integral leader’s perspectives and advice that can be shared with emerging leaders. This study focused on the convergent space of three theories. The first theory is the field of adult development theory with transformational leadership, the constructive- developmental theories, and meaning making; the second is the field of integral theory with Wilber’s all quadrants, all levels (AQAL) theory, and first and second tier consciousness; and the last is the hero’s journey as described by Joseph Campbell, and the quest for truth. The (AQAL) framework was used in a mixed methods perspective to explore how people assessed as integral leaders defined leadership, developed into integral leaders, and how they can contribute to the growth of emerging leaders. This study was dual-phased: Phase 1 was a quantitative and qualitative survey completed by 624 leaders, and Phase 2 was a telephone interview with eight integral leaders. From the thematic analysis of all the data, four themes emerged: looking inward, looking outward, iv being a good leader and paying it forward by mentoring others. Implications for emerging leaders, leadership and change, and future research are discussed. This ETD is available in open access in OhioLink ETD, http://ohiolink.edu/Center and AURA http://aura.antioch.edu/ v Table of Contents Acknowledgements ......................................................................................................................... i Abstract ......................................................................................................................................... iv Table of Contents ........................................................................................................................... vi List of Tables ............................................................................................................................... xvi List of Figures .............................................................................................................................. xix Chapter I: Introduction .................................................................................................................... 1 Three Major Areas of Interest ................................................................................................... 1 Wilber’s Integral Theory ..........................................................................................................
Load more

Recommended publications
  • 'Introspectionism' and the Mythical Origins of Scientific Psychology
    Consciousness and Cognition Consciousness and Cognition 15 (2006) 634–654 www.elsevier.com/locate/concog ‘Introspectionism’ and the mythical origins of scientific psychology Alan Costall Department of Psychology, University of Portsmouth, Portsmouth, Hampshire PO1 2DY, UK Received 1 May 2006 Abstract According to the majority of the textbooks, the history of modern, scientific psychology can be tidily encapsulated in the following three stages. Scientific psychology began with a commitment to the study of mind, but based on the method of introspection. Watson rejected introspectionism as both unreliable and effete, and redefined psychology, instead, as the science of behaviour. The cognitive revolution, in turn, replaced the mind as the subject of study, and rejected both behaviourism and a reliance on introspection. This paper argues that all three stages of this history are largely mythical. Introspectionism was never a dominant movement within modern psychology, and the method of introspection never went away. Furthermore, this version of psychology’s history obscures some deep conceptual problems, not least surrounding the modern conception of ‘‘behaviour,’’ that continues to make the scientific study of consciousness seem so weird. Ó 2006 Elsevier Inc. All rights reserved. Keywords: Introspection; Introspectionism; Behaviourism; Dualism; Watson; Wundt 1. Introduction Probably the most immediate result of the acceptance of the behaviorist’s view will be the elimination of self-observation and of the introspective reports resulting from such a method. (Watson, 1913b, p. 428). The problem of consciousness occupies an analogous position for cognitive psychology as the prob- lem of language behavior does for behaviorism, namely, an unsolved anomaly within the domain of an approach.
    [Show full text]
  • The Evolution of Human Mating: Trade-Offs and Strategic Pluralism
    BEHAVIORAL AND BRAIN SCIENCES (2000) 23, 573–644 Printed in the United States of America The evolution of human mating: Trade-offs and strategic pluralism Steven W. Gangestad Department of Psychology, University of New Mexico, Albuquerque, NM 87131 [email protected] Jeffry A. Simpson Department of Psychology, Texas A&M University, College Station, TX 77843 [email protected]. Abstract: During human evolutionary history, there were “trade-offs” between expending time and energy on child-rearing and mating, so both men and women evolved conditional mating strategies guided by cues signaling the circumstances. Many short-term matings might be successful for some men; others might try to find and keep a single mate, investing their effort in rearing her offspring. Recent evidence suggests that men with features signaling genetic benefits to offspring should be preferred by women as short-term mates, but there are trade-offs between a mate’s genetic fitness and his willingness to help in child-rearing. It is these circumstances and the cues that signal them that underlie the variation in short- and long-term mating strategies between and within the sexes. Keywords: conditional strategies; evolutionary psychology; fluctuating asymmetry; mating; reproductive strategies; sexual selection Research on interpersonal relationships, especially roman- attributes (e.g., physical attractiveness) tend to assume tic ones, has increased markedly in the last three decades greater importance in mating relationships than in other (see Berscheid & Reis 1998) across a variety of fields, in- types of relationships (Buss 1989; Gangestad & Buss 1993 cluding social psychology, anthropology, ethology, sociol- [see also Kenrick & Keefe: “Age Preferences in Mates Re- ogy, developmental psychology, and personology (Ber- flect Sex Differences in Human Reproductive Strategies” scheid 1994).
    [Show full text]
  • Narcissism and the Strategic Pursuit of Short-Term Mating: Universal Links Across 11 World Regions of the International Sexuality Description Project-2
    Psychological Topics, 26 (2017), 1, 89-137 Original Scientific Paper – UDC – 616.89-008.442.6 159.923.3.072 613.88 Narcissism and the Strategic Pursuit of Short-Term Mating: Universal Links across 11 World Regions of the International Sexuality Description Project-2 David P. Schmitt - Bradley University, USA, Lidia Alcalay - Pontificia Universidad Católica de Chile, Santiago, Chile, Jüri Allik - University of Tartu, Tartu, Estonia, I.C.B. Alves - Universidade de São Paulo, São Paulo, Brazil, Craig A. Anderson - Iowa State University, USA, A.L. Angelini - Universidade de São Paulo, São Paulo, Brazil, Jens B. Asendorpf - Humboldt-Universität zu Berlin, Berlin, Germany, Ivars Austers - University of Latvia, Riga, Latvia, Isabel Balaguer - University of Valencia, Valencia, Spain, Américo Baptista - University of Lusofona-Lisbon, Lisbon, Portugal, Sóley S. Bender - University of Iceland, Reykjavik, Iceland, Kevin Bennett - Penn State University-Beaver, USA, Gabriel Bianchi - Slovak Academy of Sciences, Bratislava, Slovak Republic, Behrooz Birashk - Faculty of Behavioral Sciences and Mental Health, Tehran Psychiatric Institute, Tehran, Iran, April Bleske-Rechek - University of Wisconsin-Eau Claire, USA, Fredrick A. Boholst - University of San Carlos, Cebu City, Philippines, Lynda Boothroyd - University of St. Andrews, St. Andrews, Scotland, Teresa Borja - Universidad San Francisco de Quito, Quito, Ecuador, Arjan Bos - Erasmus University Rotterdam, Rotterdam, Netherlands, Edwin Brainerd - Clemson University, USA, David P. Schmitt, Department of Psychology, Bradley University, Peoria, IL 62625, USA until August of 2017. Afterward send correspondence to David P. Schmitt, Psychology Division, Department of Life Sciences, Brunel University, Uxbridge, Middlesex, UB8 3PH, United Kingdom. E-mail: [email protected] Data collection representing Costa Rica was from the University of Costa Rica and was supported by the University of Costa Rica Psychological Research Institute.
    [Show full text]
  • Cognitive Psychology
    Psychonomic Bulletin & Review 1997,4 (3), 342-349 T. V. Moore's (1939) Cognitive Psychology AIMEEM. SURPRENANT and IANNEATH Purdue University, WestLafayette, Indiana Thomas Verner Moore published a book called Cognitive Psychology in 1939,almost 30 years be­ fore Neisser's (1967) more familiar and far more influential work. Although it covers most of the stan­ dard topics found in current cognitive psychology textbooks, and even anticipated several current trends, Moore's text is not cited by any ofthe major histories of the "cognitive revolution" or any cur­ rent cognitive textbook. Weprovide a briefsketch of Moore's academic life and summarize several of his papers that are still cited. After describing the psychologies prevalent in 1939,we compare Moore's text with two contemporary works, Woodworth (1938) and McGeoch (1942). We conclude by com­ paring the older textwith Neisser's and by offering several reasons why the book is virtually unknown. Cognitive psychology differs from other areas of sci­ ner, 1985; Lachman, Lachman, & Butterfield, 1979) or entific psychology in that it loudly and proudly proclaims any ofthe current undergraduate cognitive textbooks cite to have arisen out ofa (largely bloodless) revolution. The the work. Neisser himselfwas unaware ofthe earlier vol­ very phrase "cognitive revolution" implies a fundamen­ ume until a few years after his version was published; in­ tal change in theories and research into human thought deed, his title might have been different ifhe had known and behavior and a complete overthrow of the previous about the earlier work (Neisser, personal communica­ way of thinking. As with most revolutions, the circum­ tion, June 1996).
    [Show full text]
  • Chapter Seven Functionalism: Development and Founding
    Chapter Seven Functionalism: Development and Founding PSY 495 History and Systems Dr. Rick Grieve Western Kentucky University Evolution Comes to America z Background – 1900: American psychology had taken on a life of its own z Functions of the mind z Individualism, inventiveness, and ingenuity z Herbert Spencer (1820(1820--1903)1903) – Kooky, but became a hero in America – Social Darwinism z Evolution and natural selection apply to the social realm Evolution Comes to America z Spencer argued that the development of all aspects of the universe follows evolutionary principles – Including human character and social institution z “survival of the fittest” – Those who are best adapted will be those most likely to survive and pass traits on to future generations – Only the best will survive – Leave people and organizations alone to develop themselves and society in their own ways • Those which cannot adapt are unfit for survival and should be allowed to perish • This way, society could eventually achieve perfection 1 Evolution Comes to America – Synthetic Philosophy z Knowledge and experience can be explained in terms of evolutionary principles z Principles of Psychology (1855) – Mind exists in its present form because of past and continuing efforts to adapt to various environments The Continuing Evolution of Machines z Henry Hollerith and the Punched Cards – Hollerith was an engineer who developed punched cards z Improve d the a bilitbility o f mac hines to process da ta – Radically altered info processing – Renewed hopes (and fears) that
    [Show full text]
  • Direct Perception (Michaels & Carello, 1981)
    Direct Perception Claire F Michaels LAKE FOREST COLLEGE Claudia Carello UNIVERSITY OF CONNECTICUT PRENTICE-HALL, INC, Englewood Cliffs, New Jersey 07632 ii Library of Congress Cataloging in Publication Data Michaels, Claire F. (1948) Direct perception. (Century psychology series) Bibliography: p. Includes index. 1. Perception. 2. Environmental psychology. I. Carello, Claudia, joint author. 11. Title. BF311.M496 153.7 80-28572 ISBN 0-13-214791-2 Editorial production/supervision and interior design by Edith Riker Manufacturing buyer Edmund W. Leone In Memory of JAMES JEROME GIBSON (1904-1979) CENTURY PSYCHOLOGY SERIES James J. Jenkins Walter Mischel Willard W. Hartup Editors ©1981 by Prentice-Hall, Inc., Englewood Cliffs, N.J. 07632 Copyright tranferred to authors. All rights reserved. No part of this book may be reproduced in any form or by any means without permission in writing from the authors. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Prentice-Hall International, Inc., London Prentice-Hall of Australia Pty. Limited, Sydney Prentice-Hall of Canada, Ltd., Toronto Prentice-Hall of India Private Limited, New Delhi Prentice-HaH of Japan, Inc., Tokyo Prentice-Hall of Southeast Asia Pte. Ltd., Singapore Whitehall Books Limited, Wellington, New Zealand iii Contents Credits vi Preface vii 1 CONTRASTING VIEWS OF PERCEPTION 1 Indirect Perception: The Theory of Impoverished Input, 2 Direct Perception: The Ecological View, 9 Additional Contrasts, 13 Summary, 16 Overview of the Book, 17 iv 2 INFORMATION AND THE ENVIRONMENT 19 Invariants,
    [Show full text]
  • Points of View in the Modern History of Psychology
    Points of View in the Modern History of Psychology Edited by Claude E. Buxton Department of Psychology Yale University New Haven, Connecticut 1985 ACADEMIC PRESS, INC. (Harcourt Brace Jovanovich, Publishers) Orlando San Diego New York London Toronto Montreal Sydney Tokyo Passages from the following are reprinted by permission of the publishers: Newell, Α., Duncker on Thinking, in S. Koch & D. Leary (Eds.), A Century of Psychology as Science. Copyright 1985 by McGraw-Hill. Neisser, U., Cognitive Psychology. © 1967 by Prentice-Hall. COPYRIGHT © 1985 BY ACADEMIC PRESS, INC. ALL RIGHTS RESERVED. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPY, RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM, WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER. ACADEMIC PRESS, INC. Orlando, Florida 32887 United Kingdom Edition published by ACADEMIC PRESS INC. (LONDON) LTD. 24-28 Oval Road, London NW1 7DX LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Main entry under title: Points of view in the modern history of psychology. Includes indexes. 1. Psychology— History. I. Buxton, Claude E. BF81.P57 1985 150\9 85-4010 ISBN 0-12-148510-2 (alk. paper) PRINTED IN THE UNITED STATES OF AMERICA 85 86 87 88 9 8 7 6 5 4 3 2 1 Contributors Numbers in parentheses indicate the pages on which the authors' contributions begin. Mitchell G. Ash (295), Department of History, University of Iowa, Iowa City, Iowa 52242 William Bevan (259), John D. and Catherine T. MacArthur Foundation, Chicago, Illinois 60603 Arthur L. Blumenthal (19, 51), Department of Psychology, University of Massachusetts at Boston, Boston, Massachusetts 02125 Claude E.
    [Show full text]
  • Narcissism and the Strategic Pursuit of Short-Term Mating: Universal Links Across 11 World Regions of the International Sexuality Description Project-2
    Psychological Topics, 26 (2017), 1, 89-137 Original Scientific Paper – UDC – 616.89-008.442.6 159.923.3.072 613.88 Narcissism and the Strategic Pursuit of Short-Term Mating: Universal Links across 11 World Regions of the International Sexuality Description Project-2 David P. Schmitt - Bradley University, USA, Lidia Alcalay - Pontificia Universidad Católica de Chile, Santiago, Chile, Jüri Allik - University of Tartu, Tartu, Estonia, I.C.B. Alves - Universidade de São Paulo, São Paulo, Brazil, Craig A. Anderson - Iowa State University, USA, A.L. Angelini - Universidade de São Paulo, São Paulo, Brazil, Jens B. Asendorpf - Humboldt-Universität zu Berlin, Berlin, Germany, Ivars Austers - University of Latvia, Riga, Latvia, Isabel Balaguer - University of Valencia, Valencia, Spain, Américo Baptista - University of Lusofona-Lisbon, Lisbon, Portugal, Sóley S. Bender - University of Iceland, Reykjavik, Iceland, Kevin Bennett - Penn State University-Beaver, USA, Gabriel Bianchi - Slovak Academy of Sciences, Bratislava, Slovak Republic, Behrooz Birashk - Faculty of Behavioral Sciences and Mental Health, Tehran Psychiatric Institute, Tehran, Iran, April Bleske-Rechek - University of Wisconsin-Eau Claire, USA, Fredrick A. Boholst - University of San Carlos, Cebu City, Philippines, Lynda Boothroyd - University of St. Andrews, St. Andrews, Scotland, Teresa Borja - Universidad San Francisco de Quito, Quito, Ecuador, Arjan Bos - Erasmus University Rotterdam, Rotterdam, Netherlands, Edwin Brainerd - Clemson University, USA, David P. Schmitt, Department of Psychology, Bradley University, Peoria, IL 62625, USA until August of 2017. Afterward send correspondence to David P. Schmitt, Psychology Division, Department of Life Sciences, Brunel University, Uxbridge, Middlesex, UB8 3PH, United Kingdom. E-mail: [email protected] Data collection representing Costa Rica was from the University of Costa Rica and was supported by the University of Costa Rica Psychological Research Institute.
    [Show full text]
  • 1 Psychology 4910
    1 Psychology 4910 – Chapter 10: The Psychology of Adaptation Heraclitus – World of Becoming – world that we see is in a constant state of chang - phusis (fundamental substance of matter) was fire Parmenides – World of Being – underlying permanent reality of the world was an unchanging substance Aristotle’s Scala Natura or Great Chain of Being + observations of fossils & different forms of life in foreign countries Lamarkian evolution theory - Vitalism – living things cannot be explained in purely mechanical terms because something immaterial distinguishes living from nonliving things - Vitalism – enabled living things to improve and perfect themselves over long periods of time. just as living organisms changed throughout life (e.g. grubs grew wings & became butterflies) – species could change over time idea of evolution Theory of evolution needs two principles: (1) Mechanism for change (2) Mechanism for preserving the changes that arise. Romantic (Lamarckian) Evolution Jean-Baptiste Lamarck (1744 – 1829) – taxonomist - living species have innate drive to perfect themselves - organisms adapt to their environment and change in the process inheritance of acquired characteristics Herbert Spencer – “survival of the fittest” (1852) Charles Darwin (1809 – 1882) - provided the mechanism for change in species: Natural selection - naturalist on board Beagle which sailed around the world - noticed the huge variety in living things - e.g. variety of finches on Galapagos Islands which differed slightly (e.g. in type of beak) depending on food
    [Show full text]
  • Psychology's Contribution to the Education of Children in Twentieth-Century North America
    THE EDUCATED SELF: PSYCHOLOGY'S CONTRIBUTION TO THE EDUCATION OF CHILDREN IN TWENTIETH-CENTURY NORTH AMERICA by Ann-Marie Theresa McLellan B.A. (Honours), Psychology, Simon Fraser University, 1994 M.A., Psychology, Simon Fraser University, 1999 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Faculty of Education © Ann-Marie Theresa McLellan SIMON FRASER UNIVERSITY Summer 2008 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: Ann-Marie Theresa McLellan Degree: Doctor of Philosophy Title of Thesis: The Educated Self: Psychology's Contribution to the Education of Children in Twentieth-Century North America Examining Committee: Chair: Dr. Rina Zazkis Dr. Jack Martin, Professor Senior Supervisor Dr. Jeff Sugarman, Associate Professor Committee Member Dr. Ann Chinnery, Assistant Professor Internal/External Examiner Dr. Tom Strong, Associate Professor, University of Calgary External Examiner Date Defended/Approved: ii SIMONUNIVERSITYFRASERII-brary DECLARATION OF PARTIAL COPYRIGHT LICENCE The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection, and, without changing the content, to translate the thesis/project or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work.
    [Show full text]
  • Incredible Utility 1
    Incredible utility 1 Incredible utility: The lost causes and causal debris of psychological science John E. Richters Rockville, Maryland Direct correspondence to: John E. Richters 13200 Valley Drive Rockville, MD 20850 [email protected] Incredible utility 2 Abstract .......................................................................................................................................................................................... 3 The incredible utility of perpetual motion ................................................................................................................................ 4 Incredible utility thesis ................................................................................................................................................................ 4 The plumbing and wiring of individual differences methodology ........................................................................................ 6 Table 1. .............................................................................................................................................................................. 7 Individual-level theoretical models ................................................................................................................................. 11 Aggregate-level empirical models .................................................................................................................................. 12 The inferential passage from aggregates to individuals ..............................................................................................
    [Show full text]
  • The Case for Praxics Robert Epstein Northeastern University and Cambridge Center for Behavioral Studies
    The Behavior Analyst 1984, 7, 101-1 19 No. 2 (Fall) The Case for Praxics Robert Epstein Northeastern University and Cambridge Center for Behavioral Studies Since the early 1 900s a variety of names has been proposed for the scientific study ofbehavior, but none has come into general use. "Praxics," a recent entry, is defensible on several grounds. "Behaviorism," on the other hand, is the name of a school of philosophy. Though praxics has roots in behaviorism, the term "behaviorism" should not be applied to praxics. Confusion between the science and the philosophy has retarded the growth ofthe science immeasurably. Its growth has also been impeded by its association with psychology, which is still primarily the study of mind. Efforts are underway to establish praxics as an independent field. It was not a wholly TERMS satisfactory namefor afield. There have been several attempts to -B. F. Skinner (1979, p. 331), name the study of behavior in general on "the experimental analysis and the experimental analysis of behav- of behavior" ior in particular (Epstein, 1984a). Most ofthese efforts have failed. Two-"ethol- "Praxics"-a blend of "physics" and ogy" and "praxiology"-have been par- "praxis" (irpa&ts), the Greek for "action" tially successful in certain domains. or "behavior"-is a term I and others now use for the experimental analysis of behavior and related disciplines. We de- Ethology fine it as the study of behavior. We call The term "ethology" has two different, one who studies behavior a "praxist," though closely related, modem usages. It after "chemist." In this essay I present was defined by Lorenz and Tinbergen as (a) the case for the use of the terms, (b) the study of instinct (e.g., Tinbergen, the case for drawing a clear distinction 1951).
    [Show full text]