Transdermal interpretation of the subject matter of behavior analysis.

Lee, Vicki L.

doi:10.1037/0003-066x.47.11.1337

Cited by 15 publications

(11 citation statements)

References 73 publications

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“…Comportamento não está no organismo, é parte daquilo que o organismo faz (Skinner, 1938) e, como tal, não pode ser a interação entre um e outro evento. Não estudamos organismos como um todo, estudamos alterações em ações, não em organismos (Lee, 1992). O conceito de comportamento deve se diferenciar do conceito de contingência.…”

Section: Comportamento Como Objeto De Estudo Da Análise Do Comportamentounclassified

O Que Não É E O Que Pode Vir a Ser Comportamento

Todorov¹,

Henriques²

2015

REBAC

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O termo “comportamento” pode ser utilizado em diferentes contextos com diferentes significados, mas na Análise do Comportamento ele às vezes é utilizado como sinônimo da palavra “interação”. Interações, no plural, são o objeto de estudo da Psicologia e, na Análise do Comportamento, são estudadas por meio da análise de contingências. Contingências não se restringem a operantes, mas quando a literatura na área se refere à definição de comportamento, ela normalmente o faz descrevendo a contingência operante: comportamento em interação com o ambiente. Palavras-chave: comportamento; contingências; análise do comportamento.

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Section: Comportamento Como Objeto De Estudo Da Análise Do Comportamentounclassified

O Que Não É E O Que Pode Vir a Ser Comportamento

Todorov¹,

Henriques²

2015

REBAC

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“…When reminded how frequently they depend on observation of response form and inference of function, researchers may acknowledge its importance but still argue that observation is of marginal relevance to the study of learning (Lee, 1992). This opinion appears to hinge on two general arguments.…”

Section: Observation As Irrelevant To the Central Issues Of Learningmentioning

confidence: 99%

Observation of behavior, inference of function, and the study of learning

Timberlake

Silva

1994

Psychonomic Bulletin & Review

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Before the present century, the primary means of studying animals was observation of the form and effects of their behavior combined with presumption of their intent. In the present century, ethologists continued to emphasize observation of form and replaced presumption of intent with the study of proximate function and evolution. In contrast, most learning psychologists minimized both observation of form and presumption of intent by defining behavior in terms of simple environmental effects and establishing intent by deprivation operations, We discuss advantages of the use of observation in the study of learning, examine arguments that it is unnecessary, irrelevant, and unscientific, and consider some practical considerations in using observation. We conclude that observation of the form of behavior and concern with its ecological function should be an important part of the arsenal of techniques used to study learning.Observation has been the dominant method of studying the behavior of animals since the beginning of recorded history (Warden, 1927 (1918) and Heinroth (1910Heinroth ( /1985, and experimentalists (see Lubbock, 1882; C. L. Morgan, 1900;Small, 1899;Spalding, 1872). Further, these written accounts represent only a fraction of the daily observations made by hunters, gamekeepers, animal trainers, herders, farmers, and amateur naturalists (Barber, 1980;Mountjoy, 1980). In one sense, the historical prominence of observation is uninteresting because of a lack of alternatives. Drawings, imitations of movements and sounds, and stories of intentionalactions by animals have given way only recently to the precise recording of behavior by the use of microswitches, photocells, cameras, video and audio recorders, and neurophysiological techniques. Observation, though, was considerably more than a less exact precursor to precise, automated measurement of behavior. Observers influenced the nature of their data by frequently focusing on the form of behavior and by inferring the function or intent. Many were drawn to the perceived similarities between human behavior and the behavior of nonhuman an- (Warden, 1927), anthropomorphically viewing the latter as partially disguised people enmeshed in a web of human goals, social relations, and rules (Aesop, approximately 620 B.C.; Selous, 1908). Other observers adhered to a more animal-centered description and inference of function (Craig, 1918;Huxley, 1914).The purpose of the present paper is to briefly review the historical and current treatment of observation as it relates to the study of learning in animals, focusing particularly on the observation of response form and the inference of function. We will consider advantages of the observation of form and inference of function and important objections and impediments to their use. Our conclusion is that observation should be encouraged in the study of learned behavior, not at the price of rejecting the rigor of traditional laboratory techniques, but for the advantages that observation of form and inference of function hol...

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“…Skinner's concept of the operant specifi cally defi nes behavior in terms of its consequences or outcomes, regardless of the movement or 'topography' of a particular act. Some behavior analysts use the terms movement and act distinctly rather than the more general term behavior to emphasize that behavior-analytic theorists are particularly interested in acts and recognize the distinction that the term 'behavior' often obscures [Lee, 1988[Lee, , 1992. Thus, the behavior-analytic system distinguishes behavior from movement just as the cognitive-developmental system distinguishes action from movement, the invariance of the two defi nitions residing in outcome-or goal-related defi ning features of action and behavior.…”

Section: Action Theoriesmentioning

confidence: 99%

“…A movement is often defi ned as a set of muscular contractions that results in displacement of the body in space, while an act is a coordinated pattern of movement that leads to a defi nable result [Guthrie, 1952;Lee, 1988Lee, , 1992. The outcome-based defi nition of action has a long history of describing action as intentional when compared to movements.…”

Section: Action Theoriesmentioning

confidence: 99%

Cognitive-Developmental and Behavior-Analytic Theories: Evolving into Complementarity

Overton

Ennis²

2006

Human Development

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Historically, cognitive-developmental and behavior-analytic approaches to the study of human behavior change and development have been presented as incompatible alternative theoretical and methodological perspectives. This presumed incompatibility has been understood as arising from divergent sets of metatheoretical assumptions that take the form of ontological and epistemological principles, and constitute worldviews. Classically, cognitive-developmental approaches have been cast as deriving from an organismic worldview and behavior-analytic approaches from a contextualist worldview. Previous attempts at uniting the two approaches have entailed privileging one and radically modifying the other. The present paper argues that a meaningful integration requires a set of metatheoretical assumptions that transcends both worldviews, and, while maintaining their distinct qualities, unites them. This metatheoretical framework termed relational metatheory is described and its integrative implications explained.

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Transdermal interpretation of the subject matter of behavior analysis.

Cited by 15 publications

References 73 publications

O Que Não É E O Que Pode Vir a Ser Comportamento

O Que Não É E O Que Pode Vir a Ser Comportamento

Observation of behavior, inference of function, and the study of learning

Cognitive-Developmental and Behavior-Analytic Theories: Evolving into Complementarity

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