Chapter 1: Early Behaviorism
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Unit 7 Psychology of Adult Learning and Motivation
UNIT 7 PSYCHOLOGY OF ADULT LEARNING AND MOTIVATION - - - - - - - - - - - - Structure 7.0 Introduction 7.1 Objectives 7.2 Definitions of Certain Terms Used 7.2.1 Psychology 7.2.2 Educational Psychology 7.2.3 Adult Psychology 7.3 Nature of Psychology/Teaching-Learning 7.3.1 Nature of Teaching 7.3.2 Nature of Learning 7.3.3 Nature of Adult Learning 7.4 Scope of Psychology of Learning 7.5 Relevance of Psychology to Adult Learning 7.6 Theories of Learning and their Relevance to Adult Learning 7.6.1 Learning by Associat~on 7.6.2 Learning by Conditioning 7.6.3 Learning by Doing (Trial and Error) 7.6.4 Learn~ngby Insight 7.7 Motivation for Adult Learning 7.7.1 Concept of Motivation 7.7.2 Functions of Motivation 7.7.3 Types of Motivation 7.8 Theories of Motivation 7.8.1 Psycho-Analytic Theory 7.8.2 Maslow's Theory of Self-Actualisation 7.8.3 Psychological Theory of Motivation 7.8.4 Achievement-Motivation Theory 7.9 Approaches to Motivation of Adult Learners 7.10 LetUsSumUp 7.1 1 Answers to Check Your Progress 7.1 2 References 7.0 INTRODUCTION Dear student, in the previous unit, i.e. Unit 6 under Block 2, we could understand the trends in philosophical foundations of adult education in which we have studied the philosophies of Jean Piaget (1896- 1980), John Deway (1 859- 1952) Antonio Gramsci (189 1- 1937) and Paulo Freire (I92 1 - 1997). We have also discussed the philosophies of Indian thinkers viz., M.K.Gandhi and Rabindranath Tagore and their contributions to adult education. -
'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. -
CHAPTER Personality TEN Psychology
10/14/08 CHAPTER Personality TEN Psychology Psychology 370 Sheila K. Grant, Ph.D. SKINNER AND STAATS: Professor California State University, Northridge The Challenge of Behaviorism Chapter Overview Chapter Overview RADICAL BEHAVIORISM: SKINNER Part IV: The Learning Perspective PSYCHOLOGICAL BEHAVIORISM: STAATS Illustrative Biography: Tiger Woods Reinforcement Behavior as the Data for Scientific Study The Evolutionary Context of Operant Behavior Basic Behavioral Repertoires The Rate of Responding The Emotional-Motivational Repertoire Learning Principles The Language-Cognitive Repertoire Reinforcement: Increasing the Rate of Responding The Sensory-Motor Repertoire Punishment and Extinction: Decreasing the Rate of Situations Responding Additional Behavioral Techniques Psychological Adjustment Schedules of Reinforcement The Nature-Nurture Question from the Applications of Behavioral Techniques Perspective of Psychological Behaviorism Therapy Education Radical Behaviorism and Personality Theory: Some Concerns Chapter Overview Part IV: The Learning Perspective Personality Assessment from a Ivan Pavlov: Behavioral Perspective Heuristic Accendental Discovery The Act-Frequency Approach to Personality Classical Conditioning Measurement John B. Watson: Contributions of Behaviorism to Personality Theory and Measurement Early Behaviorist B. F. Skinner: Radical Behaviorism Arthur Staats: Psychological Behaviorism 1 10/14/08 Conditioning—the process of learning associations . Ivan Pavlov Classical Conditioning Operant Conditioning . 1849-1936 -
An Introduction to Learning Todd M
An Introduction to Learning Todd M. Gureckis ([email protected]) http://smash.psych.nyu.edu/ Fridays 12:30pm-2:30pm, Rm 469 Overview: Learning is a critical component of adaptive behavior in animals and humans. This course will expose students to key concepts, theories, and experimental paradigms for studying human learning. The goal is to provide an integrative view of the area that crosses both classic approaches (e.g., classical conditioning, instrumental learning) as well as modern issues (e.g., cognitive neuroscience of learning, language learning, social learning, computational approaches). Special attention will be given to exploring what is known about the neural substrates of learning and memory, as well as computational and mathematical theories. In addition, the class is oriented toward a understanding of the evolution of ideas about learning in the field. Students will leave the course as sophisticated consumers of learning research and be able to apply learning concepts directly to their own research. This course fulfills part of the introductory “core” cognition requirements for the NYU psychology program. As such there will be a series of exams throughout the semester that assess mastery of the key concepts. Grading: Active class participation (15%) and homeworks and assignments based on readings (15%), two exams (each worth 35%). Course Website: Bookmark and check back often for announcements and links to the readings: http://smash.psych.nyu.edu/courses/fall10/learning Textbook: Learning and Memory: From Brain to Behavior by Gluck, Mercado, and Myers (should be available at the NYU Bookstore). The Gluck text is geared at a slightly introductory level but provides a useful “frame” within which to structure our dialog this semester. -
A(Nthony) Charles Catania Curriculum Vitae August 2018
A(nthony) Charles Catania Curriculum Vitae August 2018 Date of Birth, New York, NY: 22 June 1936 Married: Constance Julia Britt, 10 February 1962 Children: William John, 3 February 1964 Kenneth Charles, 5 November 1965 Educational History P.S. 132, Manhattan; Bronx High School of Science, Class of 1953 A.B., Columbia College, 1957 New York State Regents Scholarship; Phi Beta Kappa; Highest Honors with Distinction in Psychology M.A., Columbia University, 1958 Ph.D. in Psychology, Harvard University, 1961 (March) National Science Foundation Fellow, 1958-60 Professional History Columbia College Teaching Assistant, 1956-58 Bell Telephone Laboratories Research Technician (under H. M. Jenkins), Summer 1958 Harvard University Research Fellow in Psychology (supported by B. F. Skinner’s NSF Grant), 1960-62 Smith Kline and French Laboratories Senior Pharmacologist (under L. Cook), 1962-64 University College of Arts and Science, New York University Assistant Professor, 1964-66; Associate Professor, 1966-69; Professor and Department Chair, 1969-73 University of Maryland, Baltimore County (UMBC) Professor, 1973-2008; Program Director/CoDirector, Applied Behavior Analysis MA track, 1998- 2007; Professor Emeritus, Departmental Curmudgeon, 2008- University of Wales (formerly University College of North Wales) Professorial Fellow and Fulbright Senior Research Fellow, 1986-87; Visiting Research Fellow, 1989- Keio University, Tokyo, Japan Visiting Professor, July 1992 Office: Department of Psychology (Emeritus Faculty office, Sondheim 012) University of -
Women Psychologists and Gender Politics During World War II
Journal of Social Issues, Vol. 42. No. I, 1986, pp. 157-180 “We would not take no for an answer”: Women Psychologists and Gender Politics During World War I1 James H. Capshew and Alejandra C. Laszlo University of Pennsylvania This essay explores the complex relationship among gender, professionalization, and ideology that developed as psychologists mobilized for World War It. Upon being excluded from mobilization plans by the male leaders of the profession, women psychologists organized the National Council of Women Psychologists to advance their interests. But while their male colleagues enjoyed new employment opportunities in the military services and government agencies, the women were confined largely to volunteer activities in their local communities. Although women psychologists succeeded in gaining representation on wartime commit- tees and in drawing attention to their professional problems, they were unable to change the status quo in psychology. Situated in a cultural milieu ihat stressed the masculine nature of science, women psychologists were hampered by their own acceptance of a professional ideology of meritocratic reward, and remained ambivalent about their feminist activities. Throughout the 20th century women have increasingly challenged the as- sumption that they are neither interested in nor qualified for scientific careers. It is also true that as women successfully breached this overwhelmingly male bastion, a growing body of biological, social, and cultural arguments were advanced to rationalize their usually restricted scientific role. This was especially evident during the Second World War, as social and economic forces strained existing professional relationships. Permission to quote from unpublished materials has been granted by Alice I. Bryan, Carnegie- Mellon University Libraries, Harvard University Archives, Stanford University Archives, and Yale University Library. -
Chickens Play to the Crowd
Chiandetti, Cinzia (2018) Chickens play to the crowd. Animal Sentience 17(13) DOI: 10.51291/2377-7478.1296 This article has appeared in the journal Animal Sentience, a peer-reviewed journal on animal cognition and feeling. It has been made open access, free for all, by WellBeing International and deposited in the WBI Studies Repository. For more information, please contact [email protected]. Animal Sentience 2018.102: Chiandetti on Marino on Thinking Chickens Chickens play to the crowd Commentary on Marino on Thinking Chickens Cinzia Chiandetti Department of Life Sciences University of Trieste Abstract: The time was ripe for Marino’s review of chickens’ cognitive capacities. The research community, apart from expressing gratitude for Marino’s work, should now use it to increase public awareness of chickens’ abilities. People’s views on many animals are ill-informed. Scientists need to communicate and engage with the public about the relevance and societal implications of their findings. Cinzia Chiandetti, assistant professor in Cognitive Neuroscience and Animal Cognition at the University of Trieste, Italy, and Head of the Laboratory of Animal Cognition, investigates the biological roots of musical preferences, the development of cerebral lateralization and habituation. Awarded the L'Oréal prize for Women in Science, she is active in disseminating the scientific achievements of the field to the broad public. sites.google.com/site/laboratoryanimalcognition/ I remember reading the story of Keller and Marian Breland, who, under Skinner’s supervision, studied the operant principles for training rats and pigeons, applying them to many other species in the fields of advertising and entertainment. -
Prescriptive Authority
5/30/2017 Prescriptive Authority: Psychologist Prescribing Why are we here? Rights: Allowing Prescribing Rights For The Latest on Legislation and Psychologists Is An Essential Step Training To Providing Thousands Of Patients With Access To Comprehensive Mental Health Care John Gavazzi, Psy.D., ABPP Tracy E. Ransom, Psy.D. Learning Objectives: 1. Describe benefits & challenges of RxP; 2. List the states that have RxP & psychologist experiences in these locations; 3. Discuss PA legislative affairs related to RxP; 4. Describe training program requirements for RxP; 5. Analyze the prescribing rights initiative through group discussion Why is RxP even a thing? Ethical aspects of RxP • Fewer psychiatrists and physicians • Beneficence across the country • Access to high quality mental • Fewer psychiatrists in rural and urban health care areas • Integration of physical and • Fewer psychiatrists take insurance psychological aspects to care: lower cost/convenience 1 5/30/2017 Some Themes to Ponder General thoughts • Organized medicine is not our enemy. • Skills Before Pills Why? • The authority to prescribe gives you the • Need to unify our organization. Why? authority to take meds away and use psychological interventions • Need a great deal of work with grassroots organizations, such as law enforcement • Psychology is the best medicine and community mental health. Why? • Psychologists are the best trained to • This will be a long-term, time consuming integrate a biopsychosocial approach. operation At a Glance Where Can Psychologists prescribe? RxP will be considered a specialty practice, in which a masters degree in psychopharmacology will be needed Louisiana Idaho Over 20 years prescribing in the military, 10+ years in New Mexico, and 10+ years in Louisiana New Mexico Indian Health Services Allowing prescribing rights for psychologists is an Illinois essential step to providing thousands of patients All Branches of the US with access to comprehensive mental health Military care. -
Cognitive Behaviour Therapy (CBT) and Stroke Rehabilitation
Cognitive Behaviour Therapy (CBT) and Stroke Rehabilitation Amy Quilty OT Reg. (Ont.), Occupational Therapist Cognitive Behavioural Therapy (CBT) Certificate Program, University of Toronto Quinte Health Care: [email protected] Learning Objectives • To understand that CBT: • has common ground with neuroscience • principles are consistent with stroke best practices • treats barriers to stroke recovery • is an opportunity to optimize stroke recovery Question? Why do humans dominate Earth? The power of THOUGHT • Adaptive • Functional behaviours • Health and well-being • Maladaptive • Dysfunctional behaviours • Emotional difficulties Emotional difficulties post-stroke • “PSD is a common sequelae of stroke. The occurrence of PSD has been reported as high as 30–60% of patients who have experienced a stroke within the first year after onset” Canadian Stroke Best Practice Recommendations: Mood, Cognition and Fatigue Following Stroke practice guidelines, update 2015 http://onlinelibrary.wiley.com/doi/10.1111/ijs.12557/full • Australian rates: (Kneeborne, 2015) • Depression ~31% • Anxiety ~18% - 25% • Post Traumatic Stress ~10% - 30% • Emotional difficulties post-stroke have a negative impact on rehabilitation outcomes. Emotional difficulties post-stroke: PSD • Post stroke depression (PSD) is associated with: • Increased utilization of hospital services • Reduced participation in rehabilitation • Maladaptive thoughts • Increased physical impairment • Increased mortality Negative thoughts & depression • Negative thought associated with depression has been linked to greater mortality at 12-24 months post-stroke Nursing Best Practice Guideline from RNAO Stroke Assessment Across the Continuum of Care June : http://rnao.ca/sites/rnao- ca/files/Stroke_with_merged_supplement_sticker_2012.pdf Cognitive Behavioral Therapy (CBT) https://www.youtube.com/watch?v=0ViaCs0k2jM Cognitive Behavioral Therapy - CBT A Framework to Support CBT for Emotional Disorder After Stroke* *Figure 2, Framework for CBT after stroke. -
A Comprehension of Spinoza's God
A Comprehension of Spinoza's God Through the Dichotomy of Labels Tania Norell LUNDS UNIVERSITET | CENTRUM FÖR TEOLOGI OCH RELIGIONSVETENSKAP TLVM77 Philosophy of Religion Master Thesis 30 credits Supervisor: Jayne Svenungsson, Professor of Systematic Theology Examiner: Jesper Svartvik, Professor of Theology of Religions Autumn term 2015 Lund University Sweden Lund University Tania Norell Abstract: The 17 th century philosopher Spinoza is known for his concept of God as One Substance, God or Nature and therefore considered as a monist and categorized as a naturalist. He has been labeled an atheist and God-intoxicated man, as well as a determinist and pantheist, which I perceive to be dichotomies. The problem, as I see it, is that Spinoza’s philosophy and concept of God has mainly been interpreted through a dualistic mind-set, traditional to philosophers and theologians of the West, but Spinoza has a monistic worldview, and this has consequences in regards to the comprehension of what Spinoza’s concept of God entails and what a relationship “with” God implies . The labels panentheist and necessitarianist are discussed and the label of theologian argued. The thesis methodology is constructive because the purpose is to provide a theoretical foundation that has the potential to be applied in dialogues about God between the vast varieties of believers and non-believers alike, as well as across boundaries of contradicting worldviews and academic disciplines, and this focus on functionalism is inspired by a theory that calls for the furthering of inter-disciplinary dialogue between the subject areas philosophy of religion and theology specifically. My personal worldview is that there might well be One Substance, God or Nature, but that does not necessarily mean that there is one truth that is valid, but rather that all truth claims may be of value. -
An Introduction to Late British Associationism and Its Context This Is a Story About Philosophy. Or About Science
Chapter 1: An Introduction to Late British Associationism and Its Context This is a story about philosophy. Or about science. Or about philosophy transforming into science. Or about science and philosophy, and how they are related. Or were, in a particular time and place. At least, that is the general area that the following narrative will explore, I hope with sufficient subtlety. The matter is rendered non-transparent by the fact that that the conclusions one draws with regard to such questions are, in part, matters of discretionary perspective – as I will try to demonstrate. My specific historical focus will be on the propagation of a complex intellectual tradition concerned with human sensation, perception, and mental function in early nineteenth century Britain. Not only philosophical opinion, but all aspects of British intellectual – and practical – life, were in the process of significant transformation during this time. This cultural flux further confuses recovery of the situated significance of the intellectual tradition I am investigating. The study of the mind not only was influenced by a set of broad social shifts, but it also participated in them fully as both stimulus to and recipient of changing conditions. One indication of this is simply the variety of terms used to identify the ‘philosophy of mind’ as an intellectual enterprise in the eighteenth and nineteenth centuries.1 But the issue goes far deeper into the fluid constitutive features of the enterprise - including associated conceptual systems, methods, intentions of practitioners, and institutional affiliations. In order to understand philosophy of mind in its time, we must put all these factors into play. -
Psychology Collection
A GUIDE TO THE: PSYCHOLOGY COLLECTION Scope of the Collection The Library’s psychology collection contains approximately 3000 volumes. These include theoretical works, material on the history of the subject, and biographies. The collection covers the main branches of psychology, including social, cognitive, comparative and child psychology. Also represented in the Library’s holdings are theories such as psychoanalysis, and interdisciplinary fields including the psychology of religion, war-related trauma (shellshock), and parapsychology. Most material is in English but German, French and Russian are also represented. Shelving Arrangements The majority of the collection is shelved at S. Psychology, although there is a separate shelfmark for comparative psychology, S. Psychology (Animal). Material within the two shelfmarks is arranged on the shelves in single alphabetical sequences, not subdivided by geographical area or topic. The S. Psychology and S. Psychology (Animal) shelfmarks are sub-divisions of the Library’s Science & Miscellaneous classification. The sequence begins on Level 5, running up to S. Psychology, Jung and continues on Level 6 from S. Psychology, K. Oversize books designated as ‘quarto’ (4to.) in the Library’s catalogues will be found in the section of the Science & Misc., 4to. sequence on Level 5, at the shelfmarks S. Psychology, 4to. and S. Psychology (Animal), 4to. Relevant material in related subjects may also be located at a number of additional shelfmarks, so it is always worth consulting the printed and computer subject indexes. Interdisciplinary works on the relationship between psychology and other disciplines are often located in the relevant areas, e.g. A. Art for books on the psychology of art, Literature for literary criticism, and Philology (Gen.) for material on the psychology of language.