The 20 sup > th /sup > century has been a tumultuous time in psychology -- a century in which the discipline struggled with basic questions about its intellectual identity, but nonetheless managed to achieve spectacular growth and maturation. It’s not surprising, then, that psychology has attracted sustained philosophical attention and stimulated rich philosophical debate. Some of this debate was aimed at understanding, and sometimes criticizing, the assumptions, concepts and explanatory strategies prevailing in the psychology of the time. But much (...) philosophical work has also been devoted to exploring the implications of psychological findings and theories for broader philosophical questions like: Are humans really rational animals? How malleable is human nature? and Do we have any innate knowledge or innate ideas? One particularly noteworthy fact about philosophy of psychology in the 20 sup > th /sup > century is that, in the last quarter of the century, the distinction between psychology and the philosophy of psychology began to dissolve as philosophers played an increasingly active role in articulating and testing empirical theories about the mind and psychologists became increasingly interested in the philosophical underpinnings and implications of their work. Our survey is divided into five sections, each focusing on an important theme in 20 sup > th /sup > century psychology which has been the focus of philosophical attention and has benefited from philosophical scrutiny. (shrink)

The relationship between fear and courage has been discussed in terms of opposite though mutually involving notions. However, their link has not been inquired extensively. Recently, new light has been shed on the topic thanks to recent empirical evidence within emotion theories that stress the role played by perception and/or cognition in the experience of fear, as well as the role played by the “emotional virtue” of courage in fear regulation. Questions arise whether fear has a fundamentally perceptual structure or (...) is a biologically-grounded natural kind, and whether such an emotion-related virtue as courage is intrinsically or extrinsically related to fear. This paper considers the last problem first, then enlarges the picture to fear modeling, finally drives some conclusions which aim at deepening the relationship between fear and courage. As a result, it emerges that the emotion of fear has a conceptual, emotional, situational and subjective dimension. Assuming fear as a possible emotional center within the subject’s cognitive experience, the virtue of courage appears to balance the excess and lack of fear, and is consequently related to rational thoughts and consistent behavior, laying the foundations for a new Aristotelian-Thomistic account for it. (shrink)

The literature has indicated some approximations between Skinner’s and Wittgenstein’s proposals, such as a critical standpoint on traditional psychological language conceptions. For Wittgenstein, the critique refers to the impossibility of a private language. On the other hand, Skinner’s critique culminates in defense of the concept of private events. However, this concept seems inconsistent with Wittgenstein’s proposal. Based on this assumption, this paper aims to reevaluate the role of the concept of ‘private events’ in Skinnerian behaviorism in the light of Wittgenstein’s (...) critical discussions. For this, Wittgenstein’s and Skinner’s proposals were systematically compared. It is concluded that the concept of private events is not to escape Wittgenstein’s criticisms of the traditional psychological language. (shrink)

This essay explores some possibilities brought by the question about philosophy’s utility for science. We point to some arguments in favor of the importance of philosophy for science in general and Behavior Analysis in particular. We argue that philosophy is the consciousness of science. Without philosophical consciousness, science incurs epistemological naiveties; it uncritically defends scientific neutrality; it risks turning into a mere technique in the service of ideologies that endangers science’s existence. As the philosophy of Behavior Analysis, Radical Behaviorism can (...) play the role of conscience of that science. (shrink)

This dissertation addresses a debate about the proper relationship between democratic theory and institutions. The debate has been waged between two rival approaches: on the one side is an aggregative and economic theory of democracy, known as constitutional economics, and on the other side is deliberative democracy. The two sides endorse starkly different positions on the issue of what makes a democracy legitimate and stable within an institutional setting. Constitutional economists model political agents in the same way that neoclassical economists (...) model economic agents, that is, as self-regarding, rational maximizers; so that evaluations of democratic legitimacy and stability depend on the extent to which the design of institutional rules and practices maximize individual utility by promoting efficient schemes of collective choice. Deliberative democrats, on the other hand, understand political agents as communicative reason-giving subjects who justify their preferences and positions on issues that jointly affect them in a process of consensus-directed discourse, or deliberation; so that evaluations of democratic legitimacy and order depend on the degree to which institutional norms and practices promote deliberation and draw upon deliberated public judgment. I argue that despite the numerous incompatibilities between constitutional economics and deliberative democracy—which amount to a 'deep divide'—an opportunity to produce a genuine synthesis of the two approaches arises inasmuch as it is possible to overcome several points of opposition in their separate research programmes. The central thesis of the dissertation is that it is possible to construct a bridge spanning the divide between constitutional economists and deliberative democrats, and that Dewey and Bentley's transactional view can facilitate this bridge-building project. Pursuant to this end, the points of opposition between the v research programmes are mediated by way of five concepts which, on balance, favor deliberative democracy and its feasible institutionalization. (shrink)

The dissertation is a contrastive analysis. It deals with the acquisition of English relative clause (RC) by German and Turkish students(in Germany and Turkey) learning English as a second and third language and attending the 11th grades of a German school. The main question of the study is to find out whether the acquisition of English RCs is more difficult for German or for Turkish learners. The other study is the corpus analysis of the English relative clauses. For this research (...) I have chosen various school books from the fields such as History, Chemistry and Literature. The target is to find out how often the English relative clauses are used. They are from the same school level (11th grade) where I have applied the tests. I wanted to know which difficulties exists for the students. Moreover the frequency of English relative clauses in the school books has been given. (shrink)

Skinner claimed when outlining his behaviorist philosophy, that concepts exist in the world before anyone identifies them, yet that they are inherently linked to social and cultural descriptions and predictions. The perspective has been dismissed by many researchers in the learning sciences as an important but obsolete relic in origin narratives introducing perspectives. In such a narrative, behaviorism is portrayed as incompatible with complex domains related to agency, emotion and engagement. However, researchers have started to consider its benefits when taking (...) the necessary and required steps to provide a clear analysis of sequential learning tasks on a materialistic level. Following the recent trend of defending behaviorism, the presented paper creatively explores the valuable and useful functions of behaviorist philosophy that are integral to research associated with design, teacher professional development, and digital ubiquitous technology. The paper aims to provide a philosophical foundation for further discussion of a scientific methodology by relating basic conceptual underpinnings of behaviorism to different domains and levels of analysis integral to the networked sociocultural perspective. (shrink)

There occurred in the twentieth century the most remarkable episode in the history of human thought. A number of thinkers denied the existence of something we know with certainty to exist: consciousness, conscious experience. Others held back from the Denial, as we may call it, but claimed that it might be true --a claim no less remarkable than the Denial. This paper documents some aspects of this episode, with particular reference to two things. First, the development of two views which (...) are forms of the Denial --philosophical behaviourism, and functionalism considered as a doctrine in the philosophy of mind-- from a view that does not in any way involve the Denial: psychological methodological behaviourism. Second, the rise of a way of understanding naturalism --materialist or physicalist naturalism-- that wrongly takes naturalism to entail the Denial. (shrink)

This synthesis of 5 prominent conflict management paradigms uses power differential as the single most contributing variable to their process and outcome of conflict. Efforts of scholars to integrate or synthesize conflict paradigms have been unsuccessful or clumsy by the scholars’ own assessments. The 5 selected paradigms represent an interdisciplinary set of normative and descriptive paradigms from different social contexts and intellectual frameworks. The 5 share the common traits of rival goals, three levels of socially constructed power differential, and outcomes (...) relative to the total value of the rival goal. An inverse relationship between power differential and the total value of conflict outcomes is supported by all 5 paradigms and empirical data. Explanatory metatheory is the methodology used for synthesis. An increase in power differential results in a decrease in total value of the rival goal. Power differential is constructed using Max Weber’s ideal-type method. The power differentials are abstracted from the paradigms themselves. Empirical work form secondary sources and case studies complete the analysis. (shrink)

Eliminative functionalism is the view that mental attributes, of humans and other machines, consist ultimately in behavioural abilities or dispositions. Hence, ‘Strong AI’: if a machine consistently acts as if it were fully conscious, then conscious it is. From these assumptions, optimistic futurists have derived a variety of remarkable visions of our ‘post-human’ future; from widely-recognised ‘robot rights’ to ‘mind uploading’, immortality, ‘apotheosis’ and beyond. It is argued here, however, that eliminative functionalism is false; for at least on our present (...) knowledge, the subjectively qualitative characteristics of conscious experience are neither deducible from, nor logically required to generate, the performance of any sort of overtly ‘intelligent’, or indeed, characteristically human behaviour. Thus, a machine could easily be designed to report awareness of phenomenal qualities, without necessarily possessing them; and Alan Turing’s ‘Imitation Game’ test for artificial thinking is unable to determine whether or not a machine is sentient. An alternative test is proposed, in which the machine is asked phenomenological questions under conditions designed to detect any form of cheating—whilst also, potentially revealing evidence for the occurrence of genuine qualitative experience. (shrink)

The distinction between teleology and teleonomy that biologists sometimes refer to seems to be helpful in certain contexts, but it is used in several different ways and has rarely been clearly drawn. This paper discusses three prominent uses of the term “teleonomy” and traces its history back to what seems to be its first use. This use is examined in detail and then justified and refined on the basis of elements found in the philosophy of Aristotle, Kant, Anscombe and others. (...) In the course of this explication, it will also be shown how the description of end-directed processes relates to their explanation. (shrink)

This Dissertation argues for a care-centrically grounded account of relational personhood and widely realized diachronic personal identity. The moral distinction between persons and non-persons is arguably one of the most salient ethical lines we can draw since many of our most fundamental rights are delineated via the bounds of personhood. The problem with drawing such morally salient lines is that the orthodox, rationalistic definition of personhood, which is widespread within philosophical, medical, and colloquial spheres, excludes, and thereby de-personifies, a large (...) number and a great variety of human beings such as neonates, young children, the elderly who suffer from dementia, individuals with severe cognitive disabilities, and patients in vegetative states. The reconceptualization of personhood necessary for a more inclusive definition ought to originate with an appropriate moral grounding. To this end, this Dissertation grounds the notion of personhood in the care ethical sphere, thereby emphasizing the role of care relations in the maintenance of the moral consideration of vulnerable individuals. This Dissertation argues that grounding the concept of a person in care relations entails a relational account of personhood, which, along with the insights of the Extended Mind and Social Manifestation Theses, leads to an extended and externalized understanding of diachronic identity, which allows fragile people to be held in their personal identities even if they themselves lack the capacities usually associated with moral personhood. As we trace a person’s identity through time, we track the various relational properties, which constitute personal narratives and thus act as a glue that binds such dynamic and often unique properties into stable, trackable narratives. Since care relations are morally relevant on a care-centric account of personhood, what is lost in cases where such care relating ceases is not merely of sentimental value, but of great moral importance as well. Morally meaningful care relations are not replaceable, and, by extension, neither are the narratives that are constituted by such unique and irreplaceable instances of relating. This Dissertation argues that the constitutive care relational nature of personal narratives makes such narratives irreplaceable and is precisely what makes persons so morally precious. (shrink)

The purpose of this commentary is to discuss briefly a few points arising from Malone's (2001) interesting paper, "Ontology Recapitulates Philology: Willard Quine, Pragmatism, and Radical Behaviorism." Malone's paper serves both as a tribute to Quine as well as a reexamination of the possible pathways of influence between Quine and B. F. Skinner. These remarks are directed primarily to questions involving pragmatism in Skinner's radical behaviorism. Some of the points made here have been discussed in more detail elsewhere (Leigland, 1999).

With S.S. Stevens, operationism became an important influence in psychology. In this paper I discuss the differences between Bridgman's and Stevens' proposals on operationism and the role that operational definitions play in scientific theory. I discuss how Stevens' notions of the basic act of discrimination and of the relation procedure–outcome influenced B.F. Skinner's criteria under which the main conceptual distinctions in operant psychology were formulated. The operational origin of the dichotomies between respondent and operant behavior, contingency-shaped and rulegoverned behavior, private (...) and public events, and verbal and nonverbal behavior are examined. (shrink)

For radical behaviorists, talk about "private events" could be about any of four things: (a) private behavioral events, (b) physiology, (c) dispositions, or (d) explanatory fictions. Talk about private events as behavioral engages the influence of feelings, sensations, and covert opérant behavior. Analyses based on private behavioral events allow radical behaviorists to understand how those events contribute to contingencies controlling subsequent operant behavior, whether verbal or nonverbal. Talk about private events in physiological terms risks confounding explanatory categories. Although physiology necessarily (...) participates in behavioral events, physiological events are not the same type as behavioral events, public or private. Rather, an organism's physiology is a material cause. To portray physiology as an autonomous, initiating cause, as traditional psychology often does, creates a variety of explanatory problems. Talk about private events as dispositions does not reflect anything literally private. Rather, dispositional talk reflects the probability of behavior engendered by contingencies. Dispositional talk is about effects, instead of causes or intervening variables as traditional psychology often portrays them. Finally, some talk ostensibly about private events is little more than an appeal to explanatory fictions. This talk, common in traditional psychology, owes its strength to the everyday social reinforcement inherent in "folk psychology." The talk represents a surrender to mentalism and methodological behaviorism, notwithstanding any claims that it is "theoretical.". (shrink)

Although culturally prominent modernist influences account for much of Skinner's early behaviorism, the subsequent changes in his views are appropriately considered as postmodern and are indebted to other sources. These changes are strikingly apparent in his 1945 publication. "The Operational Analysis of Psychological Terms." In that publication. Skinner introduced a probabilistic three-term contingency for verbal behavior with an expanded contextualism and an increased emphasis on consequence with a clear alignment to pragmatism. Instead of reaffirming the mechanistic and necessitarian values of (...) modernism that he had previously embraced, Skinner was aligning himself with the postmodern values of pragmatism and selectionism. (shrink)

Purpose The role of entrepreneurship as a major engine for innovation, economic growth and job creation has made policymakers argue for infusing entrepreneurship into all levels of education. It is argued that citizens must develop their entrepreneurial skills in order to cope with our increasingly globalized, fast-paced and uncertain world. Making the leap of faith from entrepreneurship into education is however rife with challenges and failures. Most attempts have resulted in isolated initiatives impacting only a small number of interested students (...) on higher levels of education. Common challenges to wider adoption are lack of definitional clarity around what exactly signifies “entrepreneurial” education, impeding organizational structures, lack of resources, assessment difficulties and fear of capitalism. To address these challenges, the purpose of this thesis is to articulate and qualify a tentatively new educational philosophy grounded in entrepreneurship, allowing teachers to use value creation as a stepping stone between entrepreneurship and education when attempting to infuse entrepreneurship into education. Result An educational philosophy grounded in entrepreneurship has been defined in this thesis as letting students learn through creating value for others, giving teachers prescriptive advice on what, how and why issues in education. This is inherently entrepreneurial in its reliance on a widespread view of entrepreneurship as being about new value creation for others and constituted by a set of teachable entrepreneurial methods. The resulting process is rich with interaction between people and triggers a multitude of emotional learning events, allowing for more engaged students and deeper learning of entrepreneurial as well as subject specific knowledge, skills and attitudes. Method The tentatively new educational philosophy proposed here was developed through an abductive five-year action research process of constant iterations between theory and practice. A total of nine empirical studies on all levels of education were drawn from, involving a few hundred primary, secondary, tertiary and continuing education teachers, around 2000 students and around 100 different educational institutions in three European countries. Two main action research cycles were conducted, each spanning 3-4 years in time. Theory from entrepreneurship and education guided the research, as well as theory from fields such as psychology, philosophy, anthropology, economics and methodology. A number of methodological developments were made in the research process, such as a new “proxy” theory of assessing entrepreneurial education, a mobile app based experience sampling informed interview technique and analytical frameworks for key emotional events and entrepreneurial competencies. Novelty This is the first attempt that has been made to propose an educational philosophy grounded in entrepreneurship. Questions explored in order to qualify it included why educational philosophy is important when infusing entrepreneurship into education and what is new with an educational philosophy grounded in entrepreneurship. Compared to existing educational philosophies such as traditional, progressive and experiential education, it can contribute with a purposeful movement between often unconnected and opposing philosophical positions rather than being yet another flag on the philosophical playing field of education. Whether this makes it an entirely new educational philosophy or merely a novel combination of established ones remains to be determined. Limitations Some important challenges and limitations with the proposed educational philosophy have emerged. It could be viewed as too excluding to view entrepreneurial education as being solely about education that includes value creation attempts. Asking students to focus on knowledge that can be useful for others could also be viewed as an overly utilitarian emphasis. The interdisciplinary challenge of bridging the two very different scholarly fields of education and entrepreneurship was also shown to be significant. It remains to be seen whether value creation as a stepping stone will allow scholars and practitioners to keep their feet dry when attempting to infuse entrepreneurship into education. (shrink)

Skinner has been criticized for advancing essentialist interpretations of meaning in which meaning is treated as the property of a word or a grammatical form. Such a practice is consistent with a "words and things" view that sought to advance an ideal language as well as with S-R views that presented meaning as the property of a word form. These views imply an essentialist theory of meaning that would be consistent with Skinner's early S-R behaviorism. However, Skinner's more developed account (...) of meaning is based on his later selectionist behaviorism, and this account of meaning is aligned in many respects with the views of Darwin, Peirce, F. C. S. Schiller, Dewey, and Wittgenstein. After adopting a selectionist theory of meaning, it was inconsistent for Skinner to maintain essentialist practices although Skinner did so in response to influences that had little to do with his selectionist theory. Skinner's particular contribution to this pragmatic-selectionist tradition of meaning is the integration of meaning within his three-term contingency for operant behavior. In this account, meaning lies in the probabilistic functional relations of verbal behavior rather than in its form. (shrink)

This thesis arises out of a critique of the way language is decontextualized and presented from a reductively linguistic viewpoint in foreign language instruction. In particular, it focuses on the weaknesses of the broad approach known as Communicative Language Teaching (CLT) and highlights the disparity between its theoretical assumptions and practical applications. With this in mind, the thesis identifies and explores three foundational premises that should be considered as part of an attempt to design a theoretically coherent framework for foreign (...) language instruction. By applying three sets of principles based on these premises, the thesis goes on to outline such a framework. After providing a background to the study, the first consideration is the nature of cultural and communicative performance. The study turns to sociological concepts regarding cultural organization and production, in order to better conceptualize how 'culture' can be understood in the context of foreign language learning. The second part of this area focuses on meaning and communication in order to undermine current treatments of 'language' in foreign language pedagogy. The second area of interest is that of learning and thus considers a number of theories of how people learn. The focus here is on learning-in-general rather than learning languages specifically. What emerges from this are a number of principles that should be borne in mind when creating conditions favorable to language learning. Finally, one largely overlooked area in foreign language learning and applied linguistics more broadly, is how the field of foreign language pedagogy constructs and legitimizes its practices, as well as suppresses its foundational theoretical assumptions in its activities (including research, methodology and teaching). A chapter is therefore devoted to this issue, and a set of principles is formulated in order to ensure that the design of any instructional framework is honest and ethical. Thus furnished with the triangulation of principles, an attempt is made to outline how a learner-focused, ethical pedagogical framework that stresses culture might look. This thesis is theoretical in nature and relies on arguments and positions from diverse and less commonly considered academic fields in foreign language instruction. Its main theoretical inspiration comes from concepts and claims generally considered 'poststructural' or 'postmodern'. However, there is no exclusive devotion to any particular author or theory. It is hoped that this thesis can make a genuine, if not controversial, contribution to the field of foreign language teaching by initiating a dialogue concerning the (lack of) philosophical and epistemological reflexivity in the field. (shrink)

This paper aims to argue for a lawful, intentional approach to human behavior. Donald Davidson’s idea that an event is mental according to the way it is described is here accepted. However, his nonlawful conception of psychology, in its turn, is rejected. Rather, based on Howard Rachlin’s teleological behaviorism, a lawful, externalist approach to explaining human behavior is adopted, according to which a bit of behavior is to be interpreted in connection with other ones, within a certain social context. It (...) is argued here also that Rachlin’s perspective amounts to a sort of externalization of intentionality. (shrink)

Field and Hineline (2008) develop a full-scale account of the conditions under which speakers in our culture—in the vernacular as well as in the more technical parlance of psychological theory—explain behavior by appealing to contiguous events or, in their absence, to entities within the actor. This conforms to an early model of science that has historically dominated feminist work. As a result, feminists have commonly relied on personal agency as an explanatory construct and source of resistance in oppressive environments. I (...) will illustrate the potential conflicts this creates for feminist work by considering the legal defense for battered women who kill their partners and the Battered Woman Syndrome as an explanatory scheme. Third-wave feminists have begun to incorporate Darwinian science into their frameworks. I discuss how this integration can help clarify the roles of extended behavioral relations and temporally distant events to resolve the conflicts in feminist analyses. (shrink)

The dissertation criticizes two analogical applications of Darwinism to the spheres of mind and culture: the Darwinian approach to creativity and memetics. These theories rely on three basic analogies: the ontological analogy states that the basic ontological units of culture are so-called memes, which are replicators like genes; the origination analogy states that novelty in human creativity emerges in a "blind" Darwinian manner; and the explanatory units of selection analogy states that memes are "egoistic" and that they can spread independently (...) of our mind. The detailed philosophical analysis offered in the dissertation shows that these three analogies rely on either wrong or trivial statements: they provide either wrong or no new descriptions or explanations of the phenomena at hand. In Chapter One, I introduce the diverse ways, in which contemporary Darwinism is used today outside of evolutionary biology. Chapter Two explains what it means to claim that something evolves in a Darwinian manner. Chapter Three to Five address each of the three analogies separately. Darwinism applied to culture and mind, at least in the way discussed in this study, is not a dangerous idea. It leads either to wrong claims or to a re-telling in Darwinian terms of what we have already known. (shrink)

For behavior analysis, ontological concerns are linked with pragmatism, rather than any stance on the inherent nature of the thing studied. Thus, behavior analysis regards as troublesome ontological commitments that formulate certain covert events as "mental" rather than behavioral because those commitments are antithetical to the effective prediction and control of natural phenomena. Moreover, a helpful recognition is that neither behavior nor environment need be publicly observable. Rather, they may be accessible to only one, but nevertheless in the behavioral dimension.

Most psychology begins with a distinction between organism and environment, where the two are implicitly (and sometimes explicitly) conceptualized as flipsides of a skin-severed space. This paper examines that conceptualization. Dewey and Bentley's (1949) account of firm naming is used to show that psychologists have, in general, (1) employed the skin as a morphological criterion for distinguishing organisms from backgrounds, and (2) equated background with environment. This two-step procedure, which in this article is named the morphological conception of organism, is (...) shown to inform the writings of the well-known psychologist B. F. Skinner. A review of difficulties with the morphological conception is followed with a review and preliminary integration of four attempts at an alternative conception of organism, and thus environment. Together, these four attempts converge on an analysis of living systems as transdermal (through and across skin) processes only within which organism and environment are distinguishable as complementary phases. The notion of a biological total process, or bioprocess, is employed to clarify this alternative analysis, in which an organism is an ongoing organization rather than a skin-bound body. (shrink)

Different accounts of Skinner's work are often in conflict. Some interpretations, for example, regard Skinner as a mechanist. Other interpretations regard Skinner as a selectionist. An alternative interpretation is to see Skinner as employing both views with changes in these views and their proportionate relations over time. To clarify these distinctions, it is helpful to see Skinner's work against the background of similar changes that have been taking place in Western Culture. An extended and overlapping shift in cultural values has (...) occurred from modernism to postmodernism. Some key distinctions in this shift are that modernism emphasizes abstract simplicity, permanent necessity, and absolutely certain sources of truth. Postmodernism emphasizes complex and concrete contexts, probability, and explanations of change in terms of consequences. Skinner shows a similarly extended and overlapping shift over time that results in separate sets of responses which may be regarded as two sides or two selves of Skinner: one an organized collection of responses aligned with modernism, another an organized collection of responses aligned with postmodernism. (shrink)

Affinities have been noted between radical behaviorism and phenomenology, hermeneutics, and poststructuralism, but this paper claims the most promising one has been neglected. Skinner's behaviorism is best seen as elucidating that time-sense characteristic of ordinary, habitual life which Heidegger calls a "temporalizing of everydayness." We usually live 'from moment to moment' as if we were just as predictable as the things around us, but Heidegger and Skinner agree there are moments when noticing this makes 'more of the same' seem unacceptable. (...) Yet in Skinner's deterministic ontology such occasions are only envisioned via the anomaly of "self-management." With Heidegger, behaviorism can be the science of ordinary life, yet leave room for that real but ill-conceived 'volition' which Skinner rightly criticizes but wrongly rejects. (shrink)

Determinism has long been a core assumption in many forms of behaviorism, including radical behaviorism. However, this assumption has been a stumbling block for many—both within and outside the field of radical behaviorism—resulting in misunderstanding and misrepresentation. The following paper provides a descriptive taxonomy of four kinds of determinism assumed or asserted in the radical behavioral literature. This taxonomy is intended to organize these deterministic positions, provide working definitions, and explore their implications. Through this work, it is hoped that behaviorists (...) and nonbehaviorists alike will possess a clearer understanding of determinism in behavioral analysis. (shrink)

Why was Ivan Pavlevich Pavlov so widely celebrated in the decades after 1900? As his story of the 'freedom reflex' illustrates, Pavlov often overstated his observations. By calling all innate behaviour a reflex and all learned behaviour a conditional reflex, he meant to eliminate consciousness and volition from science. Pavlov's universal reflex explanation became the prototype for behaviourism.

Blended learning environments provide an alternative format to pure onsite or online learning environments combining the advantages of both formats for optimal teaching and learning. An innovative method and for fostering and encouraging student success in learning environments using online formats is to incorporate aspects of student future orientation into instruction. Using social cognitive theory as a framework, this paper presents a program of research examining whether perceptions of student motivation, self-regulation, goal orientation, and future time perspective can be positively (...) influenced through future oriented instruction in a blended learning environment at a German university. This research contributes to the body of literature on FTP with its focus on the operation of FTP as a topic of instruction and through the longitudinal examination of student self perceptions. Multiple analysis of variance and regression analysis were conducted on the three groups of first-year university students receiving future oriented, non-future oriented, or no instruction. The findings support previous research regarding the relationship between perceived FTP and learning process factors such as motivation and self-regulation. Furthermore, the findings indicate that future oriented instruction benefits students in terms of goal-orientation, motivation and self-regulation, increasing the chances for successful participation in blended learning environments. (shrink)

The concept of rule-governed behavior is often used in the analysis of problem solving, conceptualization, and thinking. Rule-governed behavior has been described as behavior that is controlled by verbally constructed and transmitted discriminative stimuli. Instructions, advice, and examples are typical instances of rules that govern behavior during acquisition in problem solving situations. Nevertheless, some problems arise in identifying instructions with rules and instructionally-controlled behavior with rule-governed behavior. In this article, I argue that instructions, as instances of constructed discriminative stimuli, are (...) the outcome of abstract stimulus control in humans. Descriptions of contingencies and performance may result from effective performance under abstract stimulus control. Instructions, as stimulus conditions, do not necessarily reproduce the abstract contingencies under which they were constructed. Therefore, instructions and self-instructions do not control abstract behavior. Instructions shape up new effective behavior by prompting and restricting response variation. A conceptual analysis along these arguments suggests that the usefulness of the distinction between rule-governed and contingency-shaped behaviors is questionable. (shrink)

Ullin T. Place died on 2 January 2000. His contributions to philosophy and to behavior analysis have earned him an enduring place in our new century. This memorial uses text from his correspondence to illustrate the scope of his life's work and the dignity, perseverance, and courage with which he faced its end.