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Behaviorism (Psychology) --- Behaviorism (Psychology)

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"The aim of this book is to achieve a high level of synthesis regarding learning theory and behavior. The author attempts to do so by examining both research and conjecture in a broadly historical context, in addition to presenting new experimental findings not available to earlier system makers and theorists. In this way, it is believed, empirical facts and divergent theories become maximally meaningful and most significantly related. The book begins with an introductory chapter that presents a historical review and perspective of the field of learning theory. Chapter 2 examines the law of effect, conditioning, and punishment. Chapter 3 discusses two versions of two-factor learning theory. In the fourth chapter, two conceptions of secondary reinforcement are presented. Chapters 5 and 6 continue the examination of secondary reinforcement with discussions of a unifying theory and reservations and complications. The topics of Chapter 7 are a revised two-factor theory and the concept of habit, followed by Chapter 8 which comparatively examines other theories and some further evidence. Hope, fear, and field theory are the focus of Chapter 9, and Chapter 10 focuses on reinforcement gradients and temporal integration. The book closes with two chapters on unlearning, conflict, frustration, courage, generalization, discrimination, and skill. The basic argument proposed by the author is epitomized in Chapter 7. Earlier chapters provide the logical and factual background from which this argument evolves; and the five subsequent chapters amplify and apply the argument in more specific ways. Thus, the reader who wishes a quick "look" at this volume as a whole may first read the chapter indicated; but the argument will unfold most naturally and persuasively if the chapters are read in the order in which they appear"--Publisher. (PsycINFO Database Record (c) 2005 APA, all rights reserved).

Behaviorism (Psychology)

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"The truth is becoming apparent that no form of control has a greater possibility for influencing the happiness and well-being of society than the control of those biological reactions which we classify under the head of human conduct. In the control of the physical environment there are two persons at work: the scientist, who discovers laws; and the engineer, who applies the discoveries of the scientist to the actual manipulation of materials. So, in the realm of conduct, we have the psychologist, who studies the factors which influence behavior, and the educator, who uses these discoveries in actually molding the conduct of growing boys and girls. This book is designed to be of value to both of these persons: it offers a new viewpoint and a correlation of facts to the student of psychology, and it describes conduct as a guide for the educator in understanding more clearly the exact nature of the process it is his province to control. With the lessening of the influence of the home in the control of conduct, the school has become aware that one of its most important functions is to shoulder the burden of character development. The nursery-school movement has conceived as its primary objective the formation of early conduct trends. Habit clinics have grown up in our large cities to advise concerning troublesome problems of conduct. Extracurricular activities in high school have proved to be the natural environment for the development of modes of social behavior. On all sides today we hear discussed the large question of character education. It is my first purpose in this book to dispel any element of mystery in attempting to define conduct by starting with the basic conceptions of physiology and psychology. By studying all possible combinations of stimulus and response and the relation of these combinations to conduct, one is led inevitably to the conclusion that, after all, this elusive ideal, character, is really the organization of large numbers of habits. Such a conclusion removes the suspicion of sentimentality from character education and makes it instead a problem for scientific educational engineering. This book is addressed to important groups of such engineers--teachers, parents, social workers, and all who are interested in the problems of conduct formation and who wish to learn what modern psychology conceives to be the nature of conduct. Students of psychology will also find herein a new orientation of their material and novel applications to the applied problems of social control"--

Behaviorism (Psychology)

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It is about fifteen years now since my Behaviorism and Psychology appeared; and although an enlarged edition was to be published shortly thereafter in the International Library of Psychology under the title of The Behaviorist Movement, I thought it would be wiser to see what progress the Movement was making in the next decade before elaborating on the first book. It was not long before I could sense that the Movement was petering out, although the literature on it was growing (compare the first few months of the Technocracy craze) and it had occurred to me that in order to do full justice to all phases of behaviorism, a volume of about 700 pages would be necessary, while on the other hand, behaviorism was not worth the pains of such a time-consuming labor and financial responsibility. This year, however, marks the twenty-fifth anniversary of behaviorism. It is strange that the event had not been celebrated in objectivist circles, and that it was left to an anti-behaviorist to observe the occasion. I had then decided to honor behaviorism on my own account, and bring out a little book, containing not only added material but a full bibliography of the writings on the subject since 1923, when my Behaviorism and Psychology appeared.

Behaviorism (Psychology)

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These volumes present critical articles by Dunlap, Hot, Lashley, Mead, Thorndike, Tolman, Watson, Yerkes and others concerned with the continuing articulation of the behaviourist programme, as well as reprinting full texts of five of the most important monographs.

Behaviorism (Psychology)