The Table of Contents of SCIENCE AND HUMAN BEHAVIOR (Skinner, 1965)
TABLE OF CONTENTS
SECTION I: THE POSSIBILITY OF A SCIENCE OF HUMAN BEHAVIOR
I. CAN SCIENCE HELP? 3
II. A SCIENCE OF BEHAVIOR 11
III. WHY ORGANISMS BEHAVE 23
SECTION II: THE ANALYSIS OF BEHAVIOR
IV. REFLEXES AND CONDITIONED REFLEXES 45
V. OPERANT BEHAVIOR 59
VI. SHAPING AND MAINTAINING OPERANT BEHAVIOR 91
VII. OPERANT DISCRIMINATION 204
VIII. THE CONTROLLING ENVIRONMENT 129
IX. DEPRIVATION AND SATIATION 141
X. EMOTION 160
XI. AVERSION, AVOIDANCE, ANXIETY 171
XII. PUNISHMENT 182
XIII. FUNCTION VERSUS ASPECT 194
XIV. THE ANALYSIS OF COMPLEX CASES 204
SECTION III: THE INDIVIDUAL AS A WHOLE
XV. "SELF-CONTROL" 227
XVI. THINKING 242
XVII. PRIVATE EVENTS IN A NATURAL SCIENCE 257
XVIII. THE SELF 283
On Mar 1, 2013, at 1:46 PM, Michael Britt wrote:
> To further your points Paul, here is another quote in which, during a brief
> discussion on compassion and philanthropic behavior he mentions the
> importance of knowledge and of rewards. Again - a very interesting sound
> byte for any students who feel that Skinner thought that people were just
> robots or that they didn't think or have feelings:
>
> https://soundcloud.com/thepsychfiles/b-f-skinner-on-compassionate
>
> Michael
>
>
> Michael A. Britt, Ph.D.
> [email protected]
> http://www.ThePsychFiles.com
> Twitter: mbritt
>
>
>
>
>
> On Mar 1, 2013, at 10:56 AM, Paul Brandon <[email protected]> wrote:
>
>> Right!
>> Comes from teaching about Skinner from the point of view of those opposed to
>> him.
>> Skinner made it clear that he favored:
>> 1. Positive reinforcement over aversive control.
>> 2. Natural reinforcers over contrived ones.
>>
>> That is, he favored using positive reinforcers already in our environments
>> and rearranging reinforcement contingencies to make them a consequence of
>> behaviors to be increased in frequency.
>> Contrived and aversive contingencies were to be used only until control
>> could be shifted to natural positive ones.
>>
>> On Mar 1, 2013, at 8:44 AM, Michael Britt wrote:
>>
>>> I think in our attempt to help students differentiate between the major
>>> schools of psychology - psychoanalysis, behaviorism and humanism - we
>>> teachers and the textbooks have to simplify things. I remember leaving my
>>> Intro Psych class not being too much of a fan of Skinner. But recently
>>> while "trolling the web" as they say, I found a really interesting
>>> interview with Skinner in which he was asked about his views on education.
>>> I extracted two brief sound clips that I think are interesting. He talks
>>> about how we can teach youngsters to read and to play music in ways that
>>> they will find pleasurable. Students might be surprised to hear these
>>> kinds of ideas from Skinner. Maybe it would be an interesting exercise to
>>> have students listen to the audio clips without telling them who's talking
>>> and see if they can guess. The giveway terms would be "contrived
>>> reinforcers", but still, I think anyone who might have gotten the idea that
>>> Skinner thought that we are all robots would find themselves in agreement
>>> with him here.
>>>
>>> On learning to read:
>>> https://soundcloud.com/thepsychfiles/b-f-skinner-on-learning-to-1
>>>
>>> On learning to play music:
>>> https://soundcloud.com/thepsychfiles/b-f-skinner-on-learning-to
>>>
>>> Michael
Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[email protected]
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