Behavior Analysis and Learning, Third Edition
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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 -
SOHASKY-DISSERTATION-2017.Pdf (2.074Mb)
DIFFERENTIAL MINDS: MASS INTELLIGENCE TESTING AND RACE SCIENCE IN THE TWENTIETH CENTURY by Kate E. Sohasky A dissertation submitted to the Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy. Baltimore, Maryland May 9, 2017 © Kate E. Sohasky All Rights Reserved ABSTRACT Historians have argued that race science and eugenics retreated following their discrediting in the wake of the Second World War. Yet if race science and eugenics disappeared, how does one explain their sudden and unexpected reemergence in the form of the neohereditarian work of Arthur Jensen, Richard Herrnstein, and Charles Murray? This dissertation argues that race science and eugenics did not retreat following their discrediting. Rather, race science and eugenics adapted to changing political and social climes, at times entering into states of latency, throughout the twentieth century. The transnational history of mass intelligence testing in the twentieth century demonstrates the longevity of race science and eugenics long after their discrediting. Indeed, the tropes of race science and eugenics persist today in the modern I.Q. controversy, as the dissertation shows. By examining the history of mass intelligence testing in multiple nations, this dissertation presents narrative of the continuity of race science and eugenics throughout the twentieth century. Dissertation Committee: Advisors: Angus Burgin and Ronald G. Walters Readers: Louis Galambos, Nathaniel Comfort, and Adam Sheingate Alternates: François Furstenberg -
Uncertainty and Hyperbolic Discounting
Uncertainty and Hyperbolic Discounting By PARTHA DASGUPTA AND ERIC MASKIN* Empirical studies in economics and behav- they have become more impatient than they ioral ecology suggest that, ceteris paribus, ani- were in January. mals and humans appear to place less weight on Both the O’Donoghue-Rabin and Strotz ex- the future than on the present, i.e., they act as amples accord with “hyperbolic discounting,”2 though they discount future payoffs. Further- which has attracted considerable interest among more (and more interestingly), they do so with economists because it appears to shed light on discount rates that increase as the time before important economic phenomena such as house- those payoffs are realized grows shorter.1 In hold saving behavior (see David Laibson, 1997; other words, subjects act as though they become B. Douglas Bernheim et al., 2001; Christopher less patient when payoffs are more imminent. Harris and Laibson, 2003). An anecdotal (human) example is offered by One might ask whether there is some reason Ted O’Donoghue and Matthew Rabin (1999): for such behavior. The point of view that we when offered the choice in February between a take is that, to a considerable extent, animal and painful seven-hour task (e.g., preparing a tax human behavior is shaped by preferences that return) on April 1 and a painful eight-hour task are the outcome of evolutionary forces. That is, on April 15, most of us, they suggest, will opt cravings, urges, or instincts—the operational for the earlier date. But as April 1 approaches, manifestations of preferences—induce the ani- we are apt to change our minds, if we can, and mal or human to make the right choice in the postpone the pain to April 15, even though it “average” situation that it, he, or she is likely to will then be greater. -
Cognition and Performance: the Relation to Neural Mechanisms of Consequence, Confidence, and Competence
2 COGNITION AND PERFORMANCE: THE RELATION TO NEURAL MECHANISMS OF CONSEQUENCE, CONFIDENCE, AND COMPETENCE Karl H. Pribram Stanford University. California INTRODUCTION In 1968 at a UNESCO meeting on brain and human behavior, Skinner stated that he was interested in the environmental contingencies that produce reinforce ment. I remarked that if this were so, then reinforcement must be conceived as a process whose locus could be nowhere else than the brain. In contributing this chapter, then, I take the opportunity in examining some of the issues that have made the concept of reinforcement, from a structural point of view, so central in behavior theory. Skinner (1976) has clearly opted for a descriptive functionalism in his search for the laws governing behavior. Those of us contributing to this volume are, for the most part, searching for process and mechanism. This ap proach shows kinship with cognitive psychology, and one of the staples of cog- . nitive psychology is the distinction between surface and deep structure, between performance and competence. Thus one of the aims of this chapter will be to bridge the current chasm between functional behavior theory and the structures of cognitive psychology. These "structures" are conceived as patterns describing processes (see, e.g., Saussure, 1922; Miller, Galanter, & Pribram, 1960; Merleau Ponty, 1963). Thus, the keystone to the bridge between behavioral performances (processes of organism-environment interaction) and structural competence (neural processes) may well be furnished by the concept of reinforcement, a concept that was originally invoked to explain learning, i.e., sustained changes in behavior. Biology of Reinforcement Copyright © 1980 Academic Press, Inc. -
AIH Chapter 2: Human Behavior
Aviation Instructor's Handbook (FAA-H-8083-9) Chapter 2: Human Behavior Introduction Derek’s learner, Jason, is very smart and able to retain a lot of information, but has a tendency to rush through the less exciting material and shows interest and attentiveness only when performing tasks that he finds to be interesting. This concerns Derek because he is worried that Jason will overlook many important details and rush through procedures. For a homework assignment Jason was told to take a very thorough look at Preflight Procedures and that for his next flight lesson they would discuss each step in detail. As Derek predicted, Jason found this assignment to be boring and was not prepared. Derek knows that Jason is a “thrill seeker” as he talks about his business, which is a wilderness adventure company. Derek wants to find a way to keep Jason focused and help him find excitement in all areas of learning so that he will understand the complex art of flying and aircraft safety. Learning is the acquisition of knowledge or understanding of a subject or skill through education, experience, practice, or study. This chapter discusses behavior and how it affects the learning process. An instructor seeks to understand why people act the way they do and how people learn. An effective instructor uses knowledge of human behavior, basic human needs, the defense mechanisms humans use that prevent learning, and how adults learn in order to organize and conduct productive learning activities. Definitions of Human Behavior The study of human behavior is an attempt to explain how and why humans function the way they do. -
Principles of Behavioral Economics for Personal Development 30 Giugno 2018 Rodica Ianole-Calin
Tribunale Bologna 24.07.2007, n.7770 - ISSN 2239-7752 Direttore responsabile: Antonio Zama Principles of Behavioral Economics for Personal Development 30 Giugno 2018 Rodica Ianole-Calin Contributo selezionato da Filodiritto tra quelli pubblicati nei Proceedings “International Conference on Economics and Administration 2017” Per acquistare i Proceedings clicca qui: http://www.filodirittoeditore.com/index.php?route=product/product&path=78&product_id=143 Contribution selected by Filodiritto among those published in the Proceedings “International Conference on Economics and Administration 2017” To buy the Proceedings click here: http://www.filodirittoeditore.com/index.php?route=product/product&path=78&product_id=143 IANOLE-C?LIN Rodica [1], BRATU Anca [2] [1] Faculty of Business and Administration, University of Bucharest (ROMANIA) [2] Faculty of Business and Administration, University of Bucharest (ROMANIA) Emails: [email protected], [email protected] Abstract The paper aims to illustrate how becoming aware of our own behavioral patterns, by exposure to the experiments brought forward by behavioral economics, can trigger a significant transformation of our personal habits, in the direction of a better congruence with our true self and finally of better decision- making. The argumentation highlights three main focal points: the tensioned choice between maximizing and satisficing approaches, the inter-temporal conundrum between now and later, and the gap between planning and action. Introduction Understanding standard economic thinking – how a market works, how prices are formed, how economic agents interact – is without any doubt a first premise for achieving economic development. The following step, that of becoming acquainted with behavioral economic thinking, can further refine this development, but in a reverse order: creating initially a favorable space for personal development, that may gradually be led to wellbeing, also from a financial perspective. -
The Psychology of Music Haverford College Psychology 303
The Psychology of Music Haverford College Psychology 303 Instructor: Marilyn Boltz Office: Sharpless 407 Contact Info: 610-896-1235 or [email protected] Office Hours: before class and by appointment Course Description Music is a human universal that has been found throughout history and across different cultures of the world. Why, then, is music so ubiquitous and what functions does it serve? The intent of this course is to examine this question from multiple psychological perspectives. Within a biological framework, it is useful to consider the evolutionary origins of music, its neural substrates, and the development of music processing. The field of cognitive psychology raises questions concerning the relationship between music and language, and music’s ability to communicate emotive meaning that may influence visual processing and body movement. From the perspectives of social and personality psychology, music can be argued to serve a number of social functions that, on a more individual level, contribute to a sense of self and identity. Lastly, musical behavior will be considered in a number of applied contexts that include consumer behavior, music therapy, and the medical environment. Prerequisites: Psychology 100, 200, and at least one advanced 200-level course. Biological Perspectives A. Evolutionary Origins of Music When did music evolve in the overall evolutionary scheme of events and why? Does music serve any adaptive purposes or is it, as some have argued, merely “auditory cheesecake”? What types of evidence allows us to make inferences about the origins of music? Reading: Thompson, W.F. (2009). Origins of Music. In W.F. Thompson, Music, thought, and feeling: Understanding the psychology of music. -
Learning Theory of Conditioning
JOURNAL OF CRITICAL REVIEWS ISSN- 2394-5125 VOL 7, ISSUE 08, 2020 Learning Theory of Conditioning Hasan Basri1, Shofia Amin2, Mirsa Umiyati3, Hamid Mukhlis4, Rita Irviani5 1Universitas Islam 45, Bekasi, Indonesia. 2Universitas Jambi, Jambi, Indonesia. 3Universitas Warmadewa, Bali, Indonesia. 4Universitas Aisyah Pringsewu, Lampung, Indonesia 5STMIK Pringsewu, Lampung, Indonesia. E-mail: [email protected], [email protected], [email protected] Received: 11.03.2020 Revised: 12.04.2020 Accepted: 28.05.2020 ABSTRACT: This paper presents learning theory of conditioning. According to conditioning theory, learning is a process of change that occurs because of the conditions which then cause a reaction. To make that person study, we must give certain conditions. The most important thing in learning according to conditioning theory is continuous practice. Priority in this theory is learning that occurs automatically. This theory says that all human behavior is also the result of conditioning, that is the result of training or habit of reacting to certain conditions or stimuli experienced in life. The weakness of this theory is that learning only happens automatically and activeness and personal determination in certain learning such as learning about certain skills and habituation in young children. KEYWORDS: learning theory, conditioning, children, student, learning process I. INTRODUCTION In the learning process the priority is how the individual can adapt to environmental stimuli and then this individual can react. The reaction is an attempt to create activities as well as finish them, and finally get result that make changes to the individual as a new thing and increase knowledge. The behavioral change must be in the form of repetitive stimuli that are beneficial to individual and have a positive value in learning new thing. -
Social Psychology Glossary
Social Psychology Glossary This glossary defines many of the key terms used in class lectures and assigned readings. A Altruism—A motive to increase another's welfare without conscious regard for one's own self-interest. Availability Heuristic—A cognitive rule, or mental shortcut, in which we judge how likely something is by how easy it is to think of cases. Attractiveness—Having qualities that appeal to an audience. An appealing communicator (often someone similar to the audience) is most persuasive on matters of subjective preference. Attribution Theory—A theory about how people explain the causes of behavior—for example, by attributing it either to "internal" dispositions (e.g., enduring traits, motives, values, and attitudes) or to "external" situations. Automatic Processing—"Implicit" thinking that tends to be effortless, habitual, and done without awareness. B Behavioral Confirmation—A type of self-fulfilling prophecy in which people's social expectations lead them to behave in ways that cause others to confirm their expectations. Belief Perseverance—Persistence of a belief even when the original basis for it has been discredited. Bystander Effect—The tendency for people to be less likely to help someone in need when other people are present than when they are the only person there. Also known as bystander inhibition. C Catharsis—Emotional release. The catharsis theory of aggression is that people's aggressive drive is reduced when they "release" aggressive energy, either by acting aggressively or by fantasizing about aggression. Central Route to Persuasion—Occurs when people are convinced on the basis of facts, statistics, logic, and other types of evidence that support a particular position. -
A Systems Model of Behaving Organisms and Persons: Implications to Behavior Change in Counseling. INSTITUTION Minnesota Univ., Minneapolis
DOCUMENT RESUME ED 087 953 CG 008 432 AUTHOR Strong, Stanley R. TITLE A Systems Model Of Behaving Organisms and Persons: Implications to Behavior Change in Counseling. INSTITUTION Minnesota Univ., Minneapolis. Office for Student Affairs. PUB DATE 31 Aug 73 NOTE 29p.; Research Bulletin, v14 n1 EDRS PRICE MF-$0.75 HC-$1.85 DESCRIPTORS *Behavior Change; *Behavior Development; Bulletins; Motivation; Social Behavior; *Social Environment; Socialization; Symbolic Learning; *Systems Approach ABSTRACT The behaving organism is described as a system with internal motivational and memory components which guide the actions of external input and output components. The organism actively shapes its environment by using its output to control its input from the environment. Output is a function of the psychological forces, topographic memory, and input contemporaneous with output. Behavior is the relationship between output and input. Behavior change is seen as a function of changes in the internal state of the organism. The phenomena of random, trial and error, and direct effectance behavior, centrality, learning performance, attention, chaining and symbolism are explored from this framework. The behavior of persons is described in terms of social behavior shaping through chaining and symbolism. Means of changing the behavior of persons are suggested. (Author) f ice for student affairs RESEARCH BULLETIN A SYSTEMS MODEL OF BEHAVING ORGANISMS AND PERSONS: 1 Implications to Behavior Change in Counseling Stanley R. Strong Student Life Studies University of Minnesota ABSTRACT The behaving organism is described as a system with internal motivational and memory components which guide the actions of external input and output components. The organism actively shapes its environment by using its output to control its input from the environment. -
Tutorial Stimulus Control: Part II James A
The Behavior Analyst 1995, 18, 253-269 No. 2 (Fall) Tutorial Stimulus Control: Part II James A. Dinsmoor Indiana University The second part of my tutorial stresses the systematic importance of two parameters of discrimi- nation training: (a) the magnitude of the physical difference between the positive and the negative stimulus (disparity) and (b) the magnitude of the difference between the positive stimulus, in par- ticular, and the background stimulation (salience). It then examines the role these variables play in such complex phenomena as blocking and overshadowing, progressive discrimination training, and the transfer of control by fading. It concludes by considering concept formation and imitation, which are important forms of application, and recent work on equivalence relations. Key words: stimulus control, disparity, salience, blocking, overshadowing, transfer, fading, con- cept formation, imitation, equivalence relations The first part of this tutorial dealt a positive correlation between the S + with the basic principles that account and the primary reinforcer that selects for the acquisition of stimulus control the one relevant stimulus out of the under what is conventionally known as many that impinge upon the organism discrimination training. Among the sa- and transforms it into a conditioned re- lient points that were raised were sug- inforcer of observing behavior. Note gestions that (a) control by antecedent also that if the subject is exposed ex- stimuli is just as important in operant clusively to S + training or to a single as it is in respondent behavior; (b) Pav- period of S + training followed by a lov's conditional stimulus is a discrim- single period of S - training rather than inative stimulus; (c) stimulus general- to a continued alternation, control is ization is not a behavioral process in- less adequate (Honig, Thomas, & Gutt- dependent of and antagonistic to dis- man, 1959; Yarczower & Switalski, crimination but is simply another way 1969). -
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