EAB6769 Spring 2001 - Association for Behavior Analysis ...



EAB6769 Spring 2001

Skinner's Theory:

Coontigencies of

Reinforcement

SYLLABUS

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Jon S. Bailey, PhD

Department of Psychology

Florida State University

Room 107

Skinner Theory: Contingencies of Reinforcement

EAB 6769

Course Objectives

This course prepares students in the fundamental theories underlying BF Skinner’s approach to behaviorism. It is his theories that have brought about revolutionary changes in the way we look at human behavior and that have resulted in some of the most effective educational, rehabilitative, and therapeutic treatments of the last century. Understanding the assumptions behind the theory and the details of the critical elements of his notion of contingencies of reinforcement will help the student track the developments that have lead to current practices.

Students will read, discuss, debate and write papers on three of Skinner’s most important theoretical works, Walden Two, Contingencies of Reinforcement, and Beyond Freedom and Dignity The latter two books are out of print. If you are not able to find them through the internet I will make arrangements for you to get copies through Target Copy.

Evaluation

The class will consist primarily of discussion and debate of Skinner’s theoretical positions on various issues. I will lead and guide the discussion but students are expected to carry the bulk of the class with their interpretations and presentations. Since the material is often dense an extensive and detailed set of study questions has been created to help you develop a framework for Skinner’s theory. It is expected that you will prepare for class by writing out the answers to the questions and come to class prepared to discuss and debate the details with your classmates. We will start each class with a brief essay exam that will be taken from the study objectives. Following that we will discuss and debate the issues. At the completion of each of Skinner’s works students Will submit a paper (no more than 10 pages including references) and present it in class. Weighting of these requirements for grading purposes will be as follows:

(Weekly Essay Exams=50%

(Class participation=1 0%

(Term Papers=40%

Absenteeism

Class attendance and active participation are essential for this class. Sixty percent of the final grade is dependent directly or indirectly on regular attendance (10 Weekly Essay Exams=50%; Class participation=1 0%;). A point system will be in place which will match the requirements described above. Unexcused absences will lower the student’s grade by 3.1 % each.

Term Paper Requirements

The intent of requiring you to write term papers on Skinner’s theory is to give you practice integrating the lecture, class discussion, and extra reading material. Each term paper (there will be three, one on each of the texts assigned) should have a "thesis" i.e. some central paint that you want to make. You may wish to elaborate on a specific aspect of behavioral theory or review the research related to it. Each paper should be no greater than 10 pages, double spaced, and prepared according to APA style. Students are required to present their paper in class in order to receive credit for it.

ADA Policy

Students with disabilities needing academic accommodations should:

1. Register with and provide documentation to the Student Disability Resource Center (SDRC);

2. Bring a letter to the instructor from the SDRC indicating you need academic accommodations. This should be done within the first week of class. This syllabus and other class materials are available in alternative format upon request.

Academic Honor System

“The Academic Honor System of The Florida State University is based on the premise that each student has the responsibility to: 1) Uphold the highest standards of academic integrity in the student’s own work, 2) refuse to tolerate violations of academic integrity in the academic community, and 3) Foster a high sense of integrity and social responsibility on the part of the University community.” (1 996-97 FSU General Bulletin, pg. 65).

Students are responsible for understanding the “Violations of the Academic Honor Code” described on p.65 of the aforementioned FSU General Bulletin.

Text, Time and Location, Office Hours

The major texts for the course will be original works by B.F. Skinner. We will first read Walden Two to be followed by Contingencies of Reinforcement and finally by Beyond Freedom and Dignity.

The class will meet on Mondays 6:00-8:30 p.m. ET and will be broadcast via ITV to the Panama City Campus. I will have office hours posted on my outer office door. You may reach me at the email address listed on the cover or at this number: 850 877-6623.

Some References You May Find Useful

Bjork, D.W. [1993]. BF Skinner: A life. New York: Basic Books.

Nye, R.D. [1979]. What is BF Skinner Really Saying? Englewood Cliffs, NJ: Prentice-Hall.

Wiener, D.N. [1996]. BF Skinner: Benign anarchist. Needham Heights, NJ: Allyn & Bacon.

Zuriff, G.E. [1985]. Behaviorism: A conceptual reconstruction. New York: Columbia University Press.

The Complete Reference to Skinner’s Work

On the conditions of elicitation of certain eating reflexes. Proceedings of the National Academy of Sciences, 1930, 16, 433-33.

On the inheritance of maze behavior. Journal of General Psychology, 1930, 4, 342-46.

The progressive increase in the geotropic response of the ant Aphaenogaster. Journal of General Psychology, 1930, 4, 102-12. (with T. c. Barnes [1])

The concept of the reflex in the description of behavior. Journal of General Psychology, 1931, 5, 427-58.

Drive and reflex strength. Journal of General Psychology, 1932, 6, 22-37.

Drive and reflex strength: II. Journal of General Psychology, 1932, 6, 38-48.

On the rate of formation of a conditioned reflex. Journal of General Psychology, 1932, 7, 274-86.

A paradoxical color effect. Journal of General Psychology, 1932, 7, 481-82.

The abolishment of a discrimination. Proceedings of the National Academy of Sciences, 1933, 19, 825-28.

The measurement of “spontaneous activity.” Journal of General Psychology, 19331 9, 3-23.

On the rate of extinction of a conditioned reflex. Journal of General Psychology, 1933, 8, 114-29.

The rate of establishment of a discrimination. Journal of General Psychology, 1933, 9, 302-50.

“Resistance to extinction” in the process of conditioning. Journal of General Psychology, 1933, 9, 420-29.

Some conditions affecting intensity and duration thresholds in motor nerve, with reference to chronaxie of subordination. American Journal of Physiology, 1933, 106,

21-37. (with E. F. Lambert [1] & A. Forbes [31)

A discrimination without previous conditioning. Proceedings of the National Academy of Sciences, 1934, 20, 532-36.

The extinction of chained reflexes. Proceedings of the National Academy of Sciences, 1934, 20, 234-37.

Has Gertrude Stein a secret? Atlantic Monthly, January 1934, pp. 50-57.

A discrimination based upon a change in the properties of a stimulus. Journal of General Psychology, 1935, 12, 313-36.

The generic nature of the concepts of stimulus and response. Journal of General Psychology, 1935, 12, 40-65.

Two types of conditioned reflex and pseudo type. Journal of General Psychology, 1935, 12, 66-77.

Conditioning and extinction and their relation to drive. Journal of General Psychology, 1936, 14, 296-317.

The effect on the amount of conditioning of an interval of time before reinforcement. Journal of General Psychology, 1936, 14, 279-95.

A failure to obtain “disinhibition.” Journal of General Psychology, 1936, 14, 127-35.

The reinforcing effect of a differentiating stimulus. Journal of General Psychology, 1936, 14, 263-78.

Thirst as an arbitrary drive. Journal of General Psychology, 1936, 15, 205-10.

The verbal summator and a method for the study of latent speech. Journal of General Psychology, 1936, 2, 71 -107.

Changes in hunger during starvation. Psychological Record, 1937, 1, 51-60. (with W. T. Heron [1]) The distribution of associated words. Psychological Record, 1937, 1, 71-76.

Effects of caffeine and Benzedrine upon conditioning and extinction. Psychological Record, 1937, 1, 340-46. (with W. T. Heron [21)

Two types of conditioned reflex: A reply to Konorski and Miller. Journal of General Psychology, 1937, 16, 272-79.

The behavior of organisms: An experimental analysis. New York: Appleton-Century, 1938.

The alliteration in Shakespeare’s sonnets: A study in literary behavior. Psychological Record, 1939, 3,186-92.

An apparatus for the study of animal behavior. Psychological Record, 1939, 3, 166-76. (with W. T. Heron [1])

Some factors influencing the distribution of associated words. Psychological Record, 1939, 3, 178-84. (with S. W. Cook [1])

A method of maintaining an arbitrary degree of hunger. Journal of Comparative Psychology, 1940, 30, 139-45.

The rate of extinction in maze-bright and maze-dull rats. Psychological Record, 1940, 4,11-18. (with W. T. Heron [1])

The psychology of design. In Art education today. New York: Bureau Publications, Teachers College, Columbia University, 1941, pp. 1-6.

A quantitative estimate of certain types of sound-patterning in poetry. American Journal of Psychology, 1941, 54, 64-79.

Some quantitative properties of anxiety. Journal of Experimental Psychology, 1941, 29, 390-400. (with W. K. Estes [1])

The processes involved in the repeated guessing of alternatives. Journal of Experimental Psychology,

1942, 30, 495-503.

Reply to Dr. Yacorzynski. Journal of Experimental Psychology, 1943, 32, 93-94.

Baby in a box. Ladies’ Home Journal, October 1945, pp. 30-31, 135-36, 138.

The operational analysis of psychological terms. Psychological Review, 1945, 52, 270-77, 291-94.

An automatic shocking-grid apparatus for continuous use. Journal of Comparative and Physiological Psychology, 1947, 40, 305-307. (with S. L. Campbell [2])

Experimental psychology. In W. Dennis et al., Current trends in psychology. Pittsburgh: University of Pittsburgh Press, 1947, pp. 16-49.

Card-guessing experiments. American Scientist, 1948, 36, 456, 458.

‘Superstition’ in the pigeon. Journal of Experimental Psychology, 1948, 38, 168-72.

Walden Two. New York: Macmillan, 1948.

Are theories of learning necessary? Psychological Review, 1950, 57, 193-216.

How to teach animals. Scientific American, 1951, 185(12), 26-29.

Science and human behavior. New York: Macmillan, 1953.

Some contributions of an experimental analysis of behavior to psychology as a whole. American Psychologist, 1953, 8, 69-78.

A critique of psychoanalytic concepts and theories. Scientific Monthly, 1954, 79, 300-305.

The science of learning and the art of teaching. Harvard Educational Review, 1954, 24, 86-97.

The control of human behavior. Transactions of the New York Academy of Sciences, 1955, 17, 547-51.

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A case history in scientific method. American Psychologist, 1956, 11, 221-33.

Some issues concerning the control of human behavior: A symposium. Science, 1956, 124, 1057-66. (with C. R. Rogers [1])

What is psychotic behavior? In Theory and treatment of the psychoses: Some newer aspects. St. Louis:Committee on Publications, Washington University, 1956, pp. 77-99.

Concurrent activity under fixed-interval reinforcement. Journal of Comparative and Physiological Psychology, 1957, 50, 279-81. (with W. H. Morse [2])

The experimental analysis of behavior. American Scientist, 1957, 45, 343-71.

The psychological point of view. In H. D. Kruse (Ed.), Integrating the approaches to mental disease. New York: Hoeber-Harper, 1957, pp. 130-33.

Schedules of reinforcement. New York: Appleton-Century-Crofts, 1957. (with C. B. Ferster [1])

A second type of superstition in the pigeon. American Journal of Psychology, 1957, 70, 308-11. (with W. H. Morse [1])

Verbal behavior. New York: Appleton-Century-Crofts, 1957.

Diagramming schedules of reinforcement. Journal of the Experimental Analysis of Behavior, 1958, 1, 67-68.

Fixed-interval reinforcement of running in a wheel. Journal of the Experimental Analysis of Behavior, 1958, 1, 371 -79. (with W. H. Morse [21)

Reinforcement today. American Psychologist, 1958, 13, 94-99.

Some factors involved in the stimulus control of operant behavior. Journal of the Experimental Analysis of Behavior, 1958, 1, 103-107. (with W. H. Morse [11)

Sustained performance during the very long experimental sessions. Journal of the Experimental Analysis of Behavior, 1958, 1, 235-44. (with W. H. Morse [2])

Teaching machines. Science, 1958, 128, 969-77.

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John Broadus Watson, behaviorist. Science, 1959, 129, 197-98.

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Concept formation in philosophy and psychology. In S. Hook (Ed.), Dimensions of mind: A symposium. New York: New York University Press, 1960, pp. 226-30.

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Pigeons in a pelican. American Psychologist, 1960, 15, 28-37.

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Washington, DC: Department of Audio-visual Instruction, National Education Association, 1960, pp.

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The design of cultures. Daedalus, 1961, 90, 534-46.

Learning theory and future research. In J. Lysaught (Ed.), Programmed learning: Evolving principles and industrial applications. Ann Arbor: Foundation for Research on Human Behaviors, 1961, pp. 59-66.

Teaching machines. Scientific American, 1961, 205(11), 90-102.

The theory behind teaching machines. Journal of the American Society of Training Directors, July 1961,

15, 27-29.

Why we need teaching machines. Harvard Educational Review, 1961, 31, 377-98. Operandum. Journal of the Experimental Analysis of Behavior, 1962, 5, 224.

Squirrel in the yard: Certain sciurine experiences of B. F. Skinner. Harvard Alumni Bulletin, 1962, 64, 642-45.

Technique, for rein forcing either of two organisms with a single food magazine. Joumal of the Experimental Analysis of Behavior, 1962, 5, 58. (with G. S. Reynolds [1])

Two “synthetic social relations.” Journal of the Experimental Analysis of Behavior, 1962, 5, 531 -33.

verbal behavior. Encounter, November 1962, pp. 42-44. (with I. A. Richards [11)

Behaviorism at fifty. Science, 1963, 140, 951-58.

A Christmas caramel, or, a plum from the hasty pudding. The Worm Runner’s Digest, 1963, 5(2), 42-46.

Conditioned and unconditioned aggression in pigeons. Journal of the Experimental Analysis of Behavior, 1963, 6, 73-74. (with G. S. Reynolds [1] & A. C. Catania [2])

L’avenir des machines A enseigner. Psychologie Francaise, 1963, 8, 170-80.

Operant behavior. American Psychologist, 1963, 18, 503-15.

Reflections on a decade of teaching machines. Teachers College Record, 1963, 65, 168-77.

Reply to Thouless. Australian Journal of Psychology, 1963, 15, 92-93.

“Man.” Proceedings of the American Philosophical Society, 1964,108, 482-85.

New methods and new aims in teaching. New Scientist, 1964,122, 483-84.

On the relation between mathematical and statistical competence and significant scientific productivity. The Worm Runner’s Digest, 1964, 6(1), 15-17. (published under the pseudonym, F. Galtron

Pennywhistle).

Stimulus generalization in an operant: A historical note. In D. I. Mostofsky (Ed.), Stimulilis generalization. Stanford: Stanford University Press, 1965, pp. 193-209.

The technology of teaching. Proceedings of the Royal Society, Series B, 1965, 162, 427-43. Why teachers fail. Saturday Review, October 16, 1965, pp. 80-81, 98-102.

Conditioning responses by reward and punishment. Proceedings of the Royal Institution of Great Britain,1966, 41, 48-51.

Contingencies of reinforcement in the design of a culture. Behavioral Science, 1966, 11, 159-66.

An operant analysis of problem ‘solving. In B. Kleinmuntz (Ed), Problem solving: Research, method, and theory. New York: John Wiley, 1966, pp. 225-57.

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The problem of consciousness--a debate. Philosophy and Phenomenological Research, 1967, 2 7, 317-37. (with B. Blanshard [1])

Utopia through the control of human behavior. The Listener, January 12, 1967, pp. 55-56.

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The design of experimental communities. In International encyclopedia of the social sciences (vol. 16). New York: Macmillan, 1968, pp. 271 -75.

Development of methods of preparing materials for teaching machines. Alexandria, vA: Human Resources Research Office, George Washington University, 1968. (edited byL. M. Zook)

Handwriting with write and see. Chicago: Lyons & Carnahan, 1968. (with S. Krakower [2]; a series of manuals for teachers and students, grades 1 to 6)

The science of human behavior. In Twenty-five years at RCA laboratories 1942-1967. Princeton, NJ: RCA Laboratories, 1968, pp. 92-102.

Teaching science in high school--What is wrong? Science, 1968, 159, 704-1 0.

The technology of teaching. New York: Appleton-Century-Crofts, 1968.

Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century-Croffs, 1969.

Contingency management in the classroom. Education, 1969, 90, 93-100.

Edwin Garrigues Boring. In The American Philosophical Society: Yearbook 1968. Philadelphia: The American Philosophical Society, 1969, pp. 111-15.

The machine that is man. Psychology Today, April 1969, pp. 20-?5, 60-63.

Creating the creative artist. In A. J. Toynbee et al., On the future of art. New York: viking Press, 1970, pp. 61-75.

Autoshaping. Science, 1971, 173, 752.

A behavioral analysis of value judgments. In E. Tobach, L. R. Aronson, & E. Shaw (Eds.), The biopsychology of development. New York: Academic Press, 1971, pp. 543-51.

Beyond freedom and dignity. New York: Knopf, 1971.

B. F. Skinner says what’s wrong with the social sciences. The Listener, September 30, 1971, pp. 429-31. Humanistic behaviorism. The Humanist, May/June 1971, 31, 35.

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Compassion and ethics in the care of the retardate. In B. F. Skinner, Cumulative record (3rd ed). New York:

Appleton-Century-Crofts, 1972, pp. 283-91.

Freedom and dignity revisited. New York Times, August 11, 1972, p. 29.

Humanism and behaviorism. The Humanist, July/August 1972, 32, 18-20.

A lecture on “having a poem.” ln B. F. Skinner, Cumulative record (3rd ed.). New York: Appleton-CenturyCrofts, 1972, pp. 345-55.

Some relations between behavior modification and basic research. In B. F. Skinner, Cumulative record (3rd ed.). New York: Appleton-Century-Crofts, 1972, pp. 276-82.

Answers for my critics. In H. Wheeler (Ed.), Beyond the punitive society. San Francisco: W. H. Freeman,1973, pp. 256-66.

Are we free to have a future? Impact, 1973, 3(1), 5-12.

The free and happy student. New York University Education Ouarterly, 1973, 4(2), 2-6.

Reflections on meaning and structure. In R. Brower, H. vendler, & J. Hollander (Eds.), I. A. Richards: Essays in his honor. New York: Oxford University Press, 1973, pp. 199-209.

Some implications of making education more efficient. In C. E. Thoresen (Ed.), Behavior modification in education. Chicago: National Society for the Study of Education,1973, pp. 446-56.

Walden (one) and Walden Two. The Thoreau Society Bulletin, Winter 1973, pp. 1-3.

About behaviorism. New York: Knopf, 1974.

Designing higher education. Daedalus, 1974, 103, 196-202.

Comments on Watt’s “B. F. Skinner and the technological control of social behavior.” The American Political Science Review, 1975, 69, 228-29.

The ethics of helping people. Criminal Law Bulletin, 1975, 11, 623-36.

The shaping of phylogenic behavior. Acta Neurobiologiae Experimentalis, 1975, 35, 409-15.

The steep and thorny way to a science of behaviour. In R. Harre (Ed.), Problems of scientific revolution: Progress and obstacles to progress in the sciences. Oxford: Clarendon Press, 1975, pp. 58-71.

Farewell, my LOVELY! Journal of the Experimental Analysis of Behavior, 1976, 25, 218.

Particulars of my life. New York: Knopf, 1976.

Between freedom and despotism. Psychology Today, September 1977, pp. 80-82, 84, 86, 90-91.

The experimental analysis of operant behavior. In R. W. Rieber & K. Salzinger (Eds.), The roots of American psychology: Historical influences and implications for the

future (Annals of the New York Academy of Sciences. Vol. 29 1). New York: New York Academy of Sciences, 1977, pp. 374-85.

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Lawrence Erlbaum Associates, 1977, pp. 3-6.

Freedom, at last, from the burden of taxation. New York Times, July 26, 1977, p. 29.

Herrnstein and the evolution of behaviorism. American Psychologist, 1977, 32, 1006-12.

Why I am not a cognitive psychologist. Behaviorism, 1977, 5,1-10.

Reflections on behaviorism and society. Englewood Cliffs, NJ: Prentice-Hall, 1978.

Why don’t we use the behavioral sciences? Human Nature, March 1978, 1, 86-92.

A happening at the annual dinner of the Association for Behavioral Analysis, Chicago, May 15, 1978. The Behavior Analyst, 1979, 2(1), 30-33. (published anonymously)

Le renforcateur arrange. Revue de modification du comportement, 1979, 9, 59-69. (translated into French by Raymond Beausoleil)

My experience with the baby-tender. Psychology Today, March 1979, pp. 28-31, 34, 37-38. 40. (an expanded excerpt from The Shaping of a Behaviorist [1979])

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Notebooks. Englewood Cliffs, NJ: Prentice-Hall, 1980. (edited by R. Epstein)

Resurgence of responding after the cessation of response-independent reinforcement. Proceedings of the National Academy of Sciences, 1980, 77, 6251 -53. (with R. Epstein [11)

The species-specific behavior of ethologists. The Behavior Analyst, 1980, 3(l), 51.

Symbolic communication between two pigeons. (Columba livia domestics). Science, 1980, 207, 543-45. (with R. Epstein—f-i] & R: P.-Lanza [2)) —Charles B. Ferster--A personal memoir. Journal of the Experimental Analysis of Behavior, 1981, 35, 259- 61.

How to discover what you have to say--A talk to students. The Behavior Analyst, 1981, 4(l), 1-7. Pavlov’s influence on psychology in America. Journal of the History of the Behavioral Sciences, 1981, 17, 242-45.

Selection by consequences. Science, 1981, 213, 501-504.

“Self-awareness” in the pigeon. Science, 1981, 212, 695-96. (with R. Epstein [1] & R. P. Lanza [2]) The spontaneous use of memoranda by pigeons. Behaviour Analysis Letters, 1981, 1, 241-46. (with R. Epstein [1]) Contrived reinforcement. The Behavior Analyst, 1982, 5, 3-8.

“I am most concerned... .“ Psychology Today, May 1982, pp. 48-49. (part of “Understanding Psychological Man: A State-of-the-Science Report,” pp. 40-59)

“Lying” in the pigeon. Journal of the Experimental Analysis of Behavior, 1982, 38, 201 -203. (with P. P. Lanza [1] & J. Starr [2])

Skinner for the classroom. Champaign, IL: Research Press, 1982. (edited by R. Epstein)

A better way to deal with selection. The Behavioral and Brain Sciences, 1983,3, 377-78.

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Intellectual self-management in old age. American Psychologist, 1983, 38, 239-44. A matter of consequences: Part three of an autobiography. New York: Knopt, 1983.

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The shame of American education. American Psychologist, 1984, 39, 947-54.

Cognitive science and behaviourism. British Journal of Psychology, 1985, 76, 291-301.

News from nowhere, 1984. The Behavior Analyst, 1985, 8, 5-14.

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The evolution of verbal behavior. Journal of the Experimental Analysis of Behavior, 1986, 45, 115-22.

Programmed instruction revisited. Phi Delta Kappan, 1986, 68,103-10. Sleeping in peace. Free inquiry, Summer 1986, 6, 57.

Some thoughts about the future. Journal of the Experimented Analysis of Behavior, 1986, 45, 229-35.

What is wrong with daily life in the western world? American Psychologist, 19863 41, 568-74.

A humanist alternative to A. A.’s Twelve Steps. The Humanist? July/August 1987, 471 5.

Outlining a science of feeling. The Times Literary Supplement, May 8,1987, pp. 490, 501-502.

A thinking aid. Journal of Applied Behavior Analysis, 1987, 20, 379-80.

Upon further reflection. Englewood Cliffs, NJ: Prentice-HaIl, 1987.

What religion means to me. Free Inquiry, Spring 1987, 7, 12-13.

Whatever happened to psychology as the science of behavior? American Psychologist, 1987, 42, 780-86.

A fable. The Analysis of Verbal Behavior, 1988, 6, 1 -2.

Genes and behavior. In G. Greenberg & E. Tobach (Eds.), Evolution of social behavior and integrative levels. Hillsdale, NJ: Lawrence Eribaum Associates, 1988, pp.77-83.

The operant side of behavior therapy. Journal of Behavior Therapy and Experimental Psychiatry, 1988,19, 171-79.

Signs and countersigns. The Behavioral and Brain Sciences, 1988, 11, 466-67. A statement on punishment. APA Monitor, June 1988, p. 22.

War, peace, and behavior analysis: Some comments. Behavior Analysis and Social Action, 1988, 6, 57-58.

The behavior of organisms at fifty. In B. F. Skinner, Recent issues in the analysis of behavior. Columbus. OH: Merrill, 1989, pp. 121-35.

The behavior of the listener. In S. C. Hayes (Ed.), Rule-governed behavior: Cognition, contingencies, and instructional control. New York: Plenum Press, 1989, pp. 85-96.

The initiating self. In B. F. Skinner, Recent issues in the analysis of behavior. Columbus, OH: Merrill, 1989, pp. 27-33.

The origins of cognitive thought. American Psychologist, 1989, 44, 13-18. Recent issues in the analysis of behavior. Columbus, OH: Merrill, 1989.

The school of the future. In B. F. Skinner, Recent issues in the analysis of behavior. Columbus, OH: Merrill, 1989, pp. 85-96.

Can psychology be a science of mind? American Psychologist, 1990, 45, 1206-10. The non-punitive society. Japanese Journal of Behavior Analysis, 1990, 5, 98-106.

To know the future. The Behavior Analyst, 1990, 13, 103-106. (published concurrently in C. Fadiman [Ed.], Living philosophies: The reflections of some eminent men and women of our time. New York:

Doubleday, 1990, pp. 193-99)

A world of our own. Behaviorology, 1993,1, 3-5.

Learning Objectives

Walden Two

1. Be able to describe who the major characters are and who they represent.

2. Why the example about the sheep enclosure? What was the really effective controller here?

3. Why the attention to control of climate?

4. What is the analysis of “dress” that is put forward?

5. What function did the birthday party serve? For W.T. and the reader?

6. Why the “I thought I saw a tear on his cheek?” remark? 39

7. Notice the critique of the lecture method (42). This is 20 years ahead of Keller’s PSl system.

8. The example of organizing W.T. to prevent crowds is one possible example of Skinner’s own value judgments creeping in. Can you spot others? In your list be prepared to tell whether there is really any data on each of them.

9. The analysis of the baker’s job (47) is a curious one. Be prepared to explain what this shows.

10. Is there anything similar to the “labor credit” system (51) in our culture? What are the advantages of such a system? The disadvantages?

11. For your own sake, make a chart of the way the 20-hr week is made possible.

12. Does Skinner appear ahead of his time in his concern for the equality of the sexes? Give examples

13. What does “we avoid the goat and the loom” refer to? 75

14. Keep a list of ways in which W.T. is dependent upon the outside culture. e.g.77

15. Do you agree with the analysis of entertainment on p 85-87?

16. What about his analysis of artistic creativity? 88

17. What does the term “culture” mean (89) in the sentence, “What you need is a culture.”?

18. Why does Skinner keep referring to the Golden Age? 91

19. In what ways does the education system resemble a “free school”? Give examples. 95

20. What function do “politicians” serve in our culture? Why are they unnecessary in W.T.?

21. Note the reference to religious influences (1 (106) you may want to note future references.

22. What was “ethical” training in W.T.? 107

23. Does Skinner’s analysis on 123 go against the trend in classroom management? Explain.

24. To what does “all differences are physical” refer? 127

25. Describe the “family” in W.T. How was this engineered? How was it determined that having separate rooms was most desirable?

26. What does Burns’ statement that Roger had “lollipop trouble” mean? I.e. what is his analysis of Roger’s problem? 153

27. What does Frazier see as the key to survival of a culture? 157

28. What does the “Good Life” consist of according to Frazier? 1 59ff Do you agree? Would you make any additions to the list? Any subtractions?

29. What is Frazier’s “experimental justification”? 161 What is he talking about?

30. What is the primary goal of W.T.? 161

31. What was the goal of the “Rules of Conduct”?

32. How was the “Bore Rule” introduced? What behavior principles were involved? Were there any that could have been used that weren’t?

33. The description of the “backbone of the community” is quite interesting (167). In what respect?

34. What does “there must be some other source of satisfaction in one’s work or play” refer to? 169

35. Expressions of gratitude have been eliminated in W.T. Why? Is there a data base for the decision or is it a matter of philosophy?

36. How is an unsatisfactory work performance dealt with in W.T.? Several mechanisms make this possible; what are they? How would you incorporate the findings of OBM/PM into this?

37. Contrast the view of ethics from Castle’s and Frazier’s point of view 174-175.

38. Frazier argues that experimental control is not necessary to convince him that his procedures are effective. Why? 175-176

39. Note that, “Frazier seldom said ‘and so forth’” (176) but Skinner uses this

40. expression quite often in his speeches.

Paraphrase the paragraph beginning, “my dear fellow” 177.

41. What is Frazier’s view of politics? 193-198. How was W.T. related to local government?

42. What about religion in W.T.?

43. The economic position that is taken on 206 seems like strong stuff. Does it appear accurate to you?

44. Propaganda is unnecessary, in fact not allowed, at W.T. Why?

45. Why is Frazier anti-hero? 235-241

46. Having Frazier be personally slovenly in his housekeeping is an interesting touch. Why do you suppose Skinner added this?

47. What point is made on 249-250?

48. The argument on 256-60 is a key to the control issue. State the argument and Frazier’s rebuttal.

49. Do you agree with Frazier’s analysis of the problems of a democracy? 265-67

50. What does, “man is determined by the state” (273) mean?

51. What was wrong with the Russian revolution? 275ff

52. What was Frazier’s key motivation in creating W.T.? 288-289. See also the top of 292.

53. Why the god-like reference? 295-300

54. The ending has a nice twist to it. What is it and why?

Note: The “cohousing” movement appears to be a modern reincarnation of Walden Two principles see: for a web site on this

Contingencies of Reinforcement: A theoretical analysis

Preface p.vii-xii

A. List the ways in which “theory” can be defined. Does Skinner consider himself a theoretician? For what particular reason is he considered atheoretical?

B. The observation on the bottom of ix and top of x seem particularly relevant.

C. Why is the hypothetico-deductive method irrelevant in the study of behavior?

Chapter 1: The role of the environment

1. Skinner is critical of the terms “cue”, “drive” and “release”. Why? 3-5

2. What is wrong with a Stimulus-Response account of behavior? 5

3. Thorndike’s experiment with the cat in the box had many advantages. What points did the experiment clarify? 6

4. Define “contingencies of reinforcement” 7

5. How is “attention” analyzed behaviorally? 8. What about a failure to attend to a conspicuous stimulus?

6. The description on 9 of the observer trying to explain the behavior of a pigeon in an experimental chamber may be directly analogous to human behavior as seen by an untrained layman. Explain the similarity

7. The contingencies of reinforcement are expected to replace what? 10 Why?

8. How are sentences generated? Explain. 12

9. Explain the sentence beginning, “It is not enough to say...”, 12 bottom. What is missing in structuralism according to Skinner?

10. How is “culture” defined? 13 Compare this with his use of the term in W.T. 89 Is his position the same?

11. Note that “behavioralism” is not the same as “behaviorism”. 13 What distinction is there to be made here?

12. What is “teaching” according to Skinner? Explain.

13. Do you agree with the sentence on 1.5 beginning, “Simple permissiveness is not...”? Does the research on classroom management and token economies support his position?

14. Psychotherapy has not emphasized what? Explain. 16

15. How does Skinner analyze the behavior of a worker on Monday morning? Note that he does not refer to the weekly salary as an Fl schedule. Why not? 18. How does the work behavior of the employee differ from the craftsman? Why?

16. Explain the sentence beginning, “Somewhat better contingencies...” 18-19

17. Skinner obviously favors the use of ratio schedules and incentive wages. Why is his position not likely to be accepted in the foreseeable future?

18. How is “political action” defined? How does Skinner characterize the method by which decisions are currently made? What does he many by, “This is dangerous psychologizing”? 20

19. Look at the definition under notes #14-18, p.25. These are key terms in Skinner’s Verbal Behavior.Chapter 2: Utopia as an experimental culture

20. What do sub homine, sub deo, and sub lege mean? Look them up.

21. What is missing from previous utopias, according to Skinner?

22. Look at the paragraph on 36 beginning, “The Good things in life...” and continuing through 37. Is there data on this point or is it Skinner’s interpretation?

23. “The significant fact is that they seldom mention what they are to do to get them.” is a key sentence 37. What does it mean?

24. What is the “function” of “culture”? 38. Look also at 4].

25. How does Skinner answer the critic who says he would not “like” to live in a world designed by someone else?

26. Note the definition of dignity on 43. Does the match with you usage of the term?

27. What special contingency exists in a democracy?

28. What happens when design produces a change in behavior? 44

29. When can “admiration” be dropped? 45

30. What are the “obvious economic contingencies” Skinner refers to at the bottom of 47? How could these be applied to, say, improvement government or education?

31. Note the definition of “freedom” 48. Why is the literature of freedom n longer necessary and in fact counter-productive? Note the original title of the book--footnote #2, 49.

Chapter 3: The environmental solution

32. What is Skinner’s account of why men (and women) tend to overeat, overpopulate the world and destroy each other?

33. What are the traditional solutions?

34. Analyze the sentence beginning, “In order for early man...”

35. Skinner’s solution (the 4th solution) is complex and he never is very explicit Chapter stating what he would do. See if you can find or deduce specific solutions for the problems mentioned in #32 above. For example on 61 he suggests we can prevent many problems by “breaking up the programs through which infrequent reinforcement comes to sustain large quantities of behavior.” How would you go about doing that in a practical fashion?

36. Based on his suggestions on the rest of 61 how would you, for example, induce soldiers not to fight? Is this a case of simple naiveté on his part?

37. Do you agree with his behavioral analysis of marriage? 62

38. His solution (p.63) sound a little like the Premack Principle. How exactly would this work?

39. What are the “most powerful forces” Skinner refers to on 63?

40. What issue is raised in the paragraph on 65 beginning, “Comfort...”?

41. “A reduction in aversive practices in education, for example, has proved to be the first step toward the discovery of effective alternates.” 65 Translate and analyze.

42. What are some by-products of increased leisure according to Skinner? 67-

71. Do you agree? Do we see these in contemporary culture?

Chapter 4: The experimental analysis of behavior

43. What is an essential prerequisite to using rate as a concept? How is this most easily done?

44. Elsewhere (Honig, 1966 p. 16) Skinner has said, “Eventually, however the prediction and control of behavior call for an evaluation of the probability that a response will be emitted. the study of rate is a step in that direction.” This may be what he is referring to as his “natural datum” 75. In that light, what is wrong with latency, reaction time, amount remembered, etc? Do you agree?

45. Why is Skinner critical of saying that an organism, “discriminates”? 76

46. What is wrong with the terms, “detect”, “identify~~, “perceive”, etc? 78

47. What is the difference between “hunger” and “x hours of deprivation”? What about “anxiety” vs. “preaversive stimuli”? 79

48. What point is Skinner making in the paragraph beginning, “Describing a set...” ?80. Discuss the term “programming” in you answer.

49. Is it possible to have prediction without probabilily?

50. What point is made with Freud’s neurological model of behavior? 83-84

51. What does, “He is faced with the full range of phenomena he studies.” refer to? Explain. 85

52. What does, “...the nonsensical character of a list of syllables is not a physical property.” mean? 86 What is it identify of?

53. What is the difference between, “...the response It is raining written in the presence of appropriate stimuli and the same pattern produced by rearranging words on slips of paper.” 90 This requires careful thinking.

54. What is the relationship between “probability” and strength” of a response? What are some measures of strength? 91-92

55. Analyze the paragraph beginning, “Terminology is another...” 103-104

Chapter 5: Operant behavior

56. What is teleology? (Look it up to be sure.) What is the teleological problem? 105

57. When reinforcement occurs the response, “is not altered” 106. What does this mean? What is altered?

58. How did Thorndike’s Law of Effect have an impact similar to Darwin’s natural selection? 106

59. Something about the characteristics of experimental apparatus prior to the Skinner box contributed to the notion of “purpose”. What was it?

60. The “connection need not be functional or organic” means what? 108

61. Note the distinction between, “reward” and “reinforcement” 109. Why did Skinner need to invent the latter term?

62 How would you rephrase the sentence, “The pigeon was reinforced for pecking the key.” to eliminate the purposive overtones?

63. The use of rate as a datum has many positive side effects. What are they?

110-111

64. What do statistical techniques do? 112. Why is this undesirable?

65. How does Skinner account for the zeal of many operant conditioners?

66. What is the crux of the paragraph beginning, “Descriptions of contingencies...” 115?

67. Why does Skinner object to “instructions” as a substitute for shaping by natural contingencies? 115-116

68. How is probability determined? 118

69. What is “negative utility”? How is it explained? 119

70. Translate the sentence beginning, “In summary...” 119.

71. What is a change over delay used for? 120

72. What maintains a player’s reading of books of strategy in chess, for example? 122-123. How is this an example of rule following behavior?

73. Why does society codify its legal, ethical and religious practices?

74. Why does Skinner argue that the behavior of one who is following a rule is different from someone who has been shaped to engage in the behavior?

124. Give two reasons.

75. A good golfer may not be able to teach someone else how to play the game--how is this an example of his statement, “Nothing which could...”?124

76. What does purpose leave out in this account of behavior? 125

77. Skinner seems to deal with “consciousness” on 126. How? What are “self constructed rules”?

78. Note the behavioral analysis of several common terms on 127. How does Skinner do this?

79. Why is “washing one’s hands” an operant but, “allowing water to pass over one’s hands” is not? 130

Chapter 6: An operant analysis of problem solving

80. Why does Skinner object to the phrase, “trial and error”? 134-135 Be sure to discuss his critique of learning curves.

81. What is precurrent behavior? Give an example. 137 Why is constructing an S D (discriminative stimulus) an example of precurrent behavior?

82. What does “running comment” refer to? Why is this an important part of a culture? 142-143

83. What is the essence of the paragraph on 144 beginning, “when prescriptions for action...”. What is Skinner referring to in his comment on “permanent though unnecessary features resulting from coincidental contingencies?

84. How are catching a fly ball and catching a satellite different? 46-147

85. Discuss contingence-shaped vs. rule governed behavior. Why is “expectancy” a problem? 146-147

86. How does Skinner explain why men follow rules? What conditions must be taken into account? 147-149

87. Skinner (147) says that one difference between rule-governed and contingency shaped behavior is “motivational”. What does this mean?

147-1 49

88. Note the statement of the three parts of a contingency on 150. We may assume that if two behaviors were the same and the two antecedent stimuli were the same but the consequences were different that the

contingencies would be said to be different. What are other possibilities?

89. What is “purposive” behavior according to Skinner? 156

90. What is the difference between assessing the strength of one response over another vs. their relative probabilities? 154

91. Explain the transition from injunction to a description of contingencies (i.e. from mands to tacts) 158

92. How is “awareness” taught? 159

93. Note that Skinner does not appear uncomfortable with the term “recall” although he avoids using “memory”. Why? 163

94. What is the relation between “luck” and “superstitious” behavior? 164

95. Why are coin flipping or decision-making systems used? 165

96. What happens when person is asked to explain his/her own behavior? How can it go wrong? 165

97. Feeling take a back seat to objective knowledge with Skinner. Why? 167 Would it be inappropriate to say that feelings are important in understanding behavior?

98. Contingency-shaped behavior has character. What does this refer to? 167

Chapter 7: The phylogeny and ontogeny of behavior

99. Paraphrase the paragraph beginning, “But what does it mean...” 173

100. What does “ontogeny” mean? 174 What about “phylogeny”?

101. What is the difference between a reflex and an instinct? 175

102. How is the concept of an undifferentiated repertoire criticalto both phylogenic and ontogenic contingencies? 175-176

103. Why is it reasonable to believe that intermediate advantages were responsible for the selection of certain characteristics? e.g. the electric eel;

177. The sentence on 177 beginning, “Many of the complex...” is a concise

statement of the position.

104. What is the phylogenic parallel of superstitious behavior? 177-178

105. Paraphrase the paragraph beginning, “The contingencies responsible...”

180-1 81

106. What is the critical problem in determining what phylogenic contingencies were responsible for an “instinctive behavior? 181

107. How are “habit” and “instinct” related? 181. Habit is to operant as instinct is to...?

108. How does Skinner explain the ethologists use of terms like “disposition”, “inner state”, “paying attention”, etc. 182-183.

109. Explain Skinner’s position on intelligence. 183. The term “susceptibility to ontogenic contingencies” seems to be a key point.

110. What is the purpose of the re-analysis of the “purely instinctive” behavior of the African honey guide? 184-186

111. Why does it make any difference whether a behavior is inherited or learned? 189

112. How are a spider spinning a web and a man fishing similar? How are they different? 193. What does “the order is temporal” mean?

113. What is the point of the paragraph beginning, “The concept of purpose...”? 193

114. Imitation could be the result of phylogenic or ontogenic contingencies depending on the species and the circumstances. What are the three Skinner describes? 194-195

115. How could the stalking pattern of felines have developed ontogenically? Explain how it become an inherited pattern. 204-205

116. What is the distinction between the inheritance of behavior and the inheritance of a capacity to be reinforced? 206. Explain and give examples.

117. Why is food a reinforcer? 208

118. What does the term “redundant mechanism” refer to? 207-208. Give some examples.

119. What nonaggressive behavior is reinforced by those who attend violent sports? 210

120. What are the two types of aggression that Skinner eventually describes?

212

1 21. Why is suicide not just a phylogenic mutation? 214-215

1 22. Summarize the environmental solution to aggression. 216. Is this plausible? Can you think of other behavioral solutions?

123. Note 7.5 on 217 summarizes nicely the concept of phylogenic programming. How is this superior to the concept of “instinct” in explaining complex migratory behavior? Can you imagine a program that would result in birds flying south in the winter?

Chapter 8: Behaviorism at fifty

1 24. The description of the homunculus on on 222 is just the kind of Type 1 theorizing (Preface p.vii) that Skinner is so opposed to. Can you see why?

125. What is the major point of radical behaviorism? 222-223

126. On what major issue do Freud and Skinner agree? 225

126. How does Skinner argue that man knows his private experiences through shaping by a verbal community? 228-229.

127. “Awareness” is a social product. Paraphrase and explain. 229

128. Explain the problems a verbal community has teaching “embarrassment” that it does not have in teaching “red”. 230. This automatically relegates “feelings” to a lower status in radical behaviorist. Why?

129. Define “seeing” and “seeing that we are seeing”. 232-235. How does this replace the concept of conscious content?

130. In what way may deprivation affect “seeing”? 233

131. Explain, “seeing does not imply something seen.” 234

132.. How does Skinner explain “expectation”, “hope”, “observe”, “feel”, etc.

237

133. Make a schematic drawing comparing an experimental analysis to the way station approach. 236. Explain why the latter includes an unnecessary step.

134. Why is Skinner opposed to mental states as causes of actions? 239-240. Give some common examples.

135. Why is “anxiety” unsatisfactory as an explanation for some behavior? 240

136. How would Skinner view the research on the effects of awareness on verbal conditioning? 241. Why? See also 244-246.

137. A behaviorist has no trouble explaining the unconscious. it is the conscious that is a little difficult. Explain this apparent paradox.

138. What are the precurrent behaviors to “seeing” and how are they reinforced? What is the difference between “looking” and “seeing”?

139. What is the relationship between seeing and idolatry? 253.

140. How are feelings learned? 255

141. How can a statement like, “I feel hungry.” be interpreted behaviorally? 256

142. Skinner suggests that feelings accompany but do not cause behavior. Explain. 257

143. The sentence beginning, “It is too late...” (257 bottom) is a big put down. Why?

144. What is it about a poem or story line that makes it reinforcing to the listener? 263

Chapter 9: The inside story

145. How did gods originate? 270-27 1

146. “God bless you” refers to what belief? 271

147. Why is the construction of an Inner Man not an adequate solution to explaining behavior? 272-273

148. What error is inherent i the statement that “metal can be hammered into shape because it is malleable...”? 276. How is this parallel to the statement about the “intelligent student”?

149. What role do the intervening variables seem to fill? 277-280

150. How is the term “nervous” metaphorical? 281. You may notice that it is commonly used as an explanation for behavior (“he did poorly on the test because he was nervous”) or as a descriptor.

151. What is the contribution of a behavioral analysis to the study of the nervous system? 283

152. Why does Skinner call drugs environmental variables? 283

153. What is missing from rule-governed behavior either in man or machines?

291. Why is the machine resented?

154. What does Skinner mean by, “The outside story must be told first.” 295

Beyond Freedom and Dignity

Chapter 1: A technology of behavior

1. Why will physics, biology, chemistry and engineeringfl2t solve the massive problems our world faces? What is needed?

2. What did the Greek psychology at the time of Aristotle consist of? 11

3. What is Skinner’s objection to mentalism? 12. Is this legitimate?

4. The example at the bottom of 12 is a good case of a description becoming a cause. “Because I felt like going” is a simple transition from “I feel like going” which may be an accurate description but is certainly no replacement for a description of the conditions under which behavior occurs. Come up with a couple of more examples from everyday language.

5. What role does autonomous man play in explaining behavior? 15

6. What are the major issues concerning autonomous man in the light of a scientific analysis of behavior? 19-22. Describe each and what the prescientific view, is.

7. How does Skinner justify use of mentalistic terms? What does he mean in saying that “translations are not out of reach”? 24

Chapter 2: Freedom

8. How is “intention” defined? 28. What maintains the use of aversive control? Give an example not from the book.

9. What are the natural side effects of aversive control?

10. How are vandalism and rioting accounted for? Give a behavioral analysis. 29

12. How is “freedom” defined? 32. Does this match your usage of the term?

13. Skinner makes a subtle point about cultures which have practices involving positive reinforcement with deferred aversive consequences. Explain how this can happen and give examples. 33

14. From what source does counter control in this case originate? 36

15. What are two schedules of reinforcement which may have deferred aversive consequences? Explain and give examples. 34-35

16. The paragraph beginning, “It is difficult to deal effectively...” states an obvious paradox. 35. What is it?

1 7. Why has the literature of freedom been unsuccessful in dealing with techniques of control that do not involve escape or attack? 36-37

18. Give three examples of positive control which do not generate escape or avoidance. 38-39

19. A key issue in the problem of defining freedom seems to be in whether the citizens revolt or not. Skinner argues that this notion is unsatisfactory. How does the observation, “‘It is better to be a conscious slave than a happy one.” make this point? Translate it into a statement about freedom. 39.

20. How does skinner now define freedom? 41 Again, does this match your usage?

Chapter 3: Dignity

21. What constitutes a threat to a person’s dignity? 44-45. Describe and give examples.

22. How are the visibility of the causes of behavior a related issue? 45

23. What is a by-product of a system of giving credit based on the obviousness of the controlling conditions? 49-50. Give some examples.

24. What happens when credit must be given to others? 50

25. What does husbandry have to do with the amount of reinforcement or punishment used to control behavior? 51-52. Give examples.

26. Skinner “translates” many terms into a behavior, e.g. “infatuates” (46), “knowing” (48), and “admiration” (53). How is this latter term used? What point is Skinner making? 53-54

27. What does the statement that “freedom usually wins out over dignity” refer to? 57

Chapter 4: Punishment

28. How does Skinner define punishment? How is this distinguished from aversive control? Why the distinction? 61

29. On what grounds does Skinner argue that punishment is not the opposite of reinforcement?

30. What are some side-effects of punishment? 62-64

31. How are environments constructed to help others solve the problems of punishment? 64-66

32. Note the reference to rule-following behavior. 68-69. How does he relate this to punishment contingencies?

33. How is “goodness” ascribed? 70

34. Goodness and dignity can be maintained only if the opportunity to engage in evil behavior is available. Explain Skinner’s analysis. 71

35. How is internalized control related to freedom? 71

36. How is the question of responsibility related to the use of punishment? 72

37. The paragraph beginning, “The assertion that...” 72 states a clear paradox. What is it? 72-73

38. Skinner seems to suggest that alcoholism is a medical problem. To what extent may it be seen as a behavioral problem?

39. What is Skinner’s analysis of delinquency in general stealing in particular? 74

40. Skinner argues that the issue of responsibility is really one of controllability. What does this mean? 75

41. A logical consequence of Skinner’s analysis of responsibility is that it quickly is transferred to the potential controller. Explain and give an example. 76

Chapter 5: Alternatives to Punishment

42. What is meant by permissiveness and what problem does it present? 83-84

43. Midwifing is a method of control where the subject still can receive credit for her own behavior. How does this work and what is Skinner’s objection to it? 85-87

44. What argument does Skinner present against a world in which a man’s behavior is controlled by things? 90

45. To become self-reliant is not to become free. Why? 91

46. How do the terms “urge” and “persuade” differ in their implications of control? 92-93

47. What are “faith” and “confidence” in Skinner’s view? 93

48. Why are those who are opposed to controlling behavior so agreeable to controlling minds? 91-96

49. Advocating “reason” as a method of changing minds overlooks what? 95-96

50. What does, “gut there are behavioral processes to be taken into account”

99 refer to? Explain.

51. Why is the issue of counter control so critical? 99

Chapter 6: Values

52. The concept of autonomous man has a practical disadvantage. What is it? What is a more practical solution? 101

53. How does Skinner argue that most scientists have nothing to say about values while behavioral scientists do? 102-103

54. How is value judgment translated into behavioral terms? 103-104

55. What are “good things” and “bad things”? 104-105

56. Skinner believes “feelinas” are real (105) but makes tow important points about the difference between eternal and internal feelings. What are these?

57. Why is it that “the language of emotion” is not precise? 106 Does it have to be? When a person describes their feelings is precision necessary?

58. Why are reinforcers reinforcing? 107

59. Discuss Skinner’s concept of “intentional” behavior. 108-109

60. How are the terms “good” and “right” different? 109. How about “bad” and “wrong”?

61. Which terms have ethical overtones! 109

62. What does “all conditioned reinforcers derive their power from personal

reinforcers” mean? 110

63. Skinner sees an obvious case for misuse of reinforcers. Explain. 111

64. What is the “intention” of praise, honor statutes, badges, etc. in celebration of a hero? 111

65. Explain the moth analogy. 111

66. What is Skinner referring to when he says that fairness and justice are a matter of good husbandry? 112.

67. In what sense is “ought” a value judgment? 112

68. How is the expression, “you should tell the truth” a value judgment? 112

69. Explain Skinner’s analysis of “norm”. Why is he so down on autonomous man on this particular issue? 113-115.

70. Why is it necessary to have a rule that construction workers must wear a hard hat? 115. Discuss natural vs unnatural reinforcers.

71. When does one begin to rebel against contingencies? What other contingencies take over? 117-118

72. What is Skinner’s analysis of Masiow’s “valuelesness”? 118

73. Note that Skinner does not approve of the “common proposal” for strengthening controls. 118-119

74. What point is made by the example of “banking a fire”? 121-122

75. What does Skinner propose to replace the “common proposal” with? (see question #73) Can you give some concrete examples?

Chapter 7: The evolution of a culture

76. How does a culture perpetuate itself? 128

77. What is meant by, “contingencies necessarily change”? 128-129

78. in what way are a culture and a species similar? 129

79. How is origin different from survival value in a culture? 130

80. “Cultural evolution is Lamarkian”. Explain and give examples. 130-131

81. Anthropologists rarely study the contingencies maintaining a practice. Why? What do they study instead? 131

82. What form of “competition” do cultures engage in? 133

83. What practice is essential if a culture is to survive? 135

84. Paraphrase the sentence beginning, “The individual is not ...“. 136

85. According to what are cultures to be judged? By whom? Why would many people obviously disagree with this? 136

86. How does Skinner propose that the question, “Why should I be concerned but the survival of a particular kind of economic system? 137

87. Skinner argues against structure and development as explanations of the evolution of cultures. Why 138-140

88. What is a major drawback to pure developmentalism? 141

89. How doe Skinner attack “becoming”? 141

90. On what grounds does Skinner argue against the notion of “mature cultures”? 141-142

91. Paraphrase the paragraph beginning, “But this does not mean...” 143

Chapter 8: The design of a culture

92. In what way would Skinner’s paraphrases of the young man who has changed lead to effective ways of changing his behavior? 146-147. Give two examples.

93. What three values (reinforcers) may be operating when someone devises a better way of raising children? 150-151

94. How are these levels important in the design of a culture? 151

95. On 152-153 Skinner lists a number of characteristics he sees as essential to the survival of a culture. “We do not need to predict...”. Would you add anything to his list? Do you agree with his list?

96. What is the difference between science and technology? 153

97. In what way does the educational environment need to be changed? 156

98. Skinner alludes to the “circumstances under which men and nations make war.” 157. What are these conditions and how could they be changed? Would this be useful in Bosnia? With lraq?

99. What does Skinner offer in place of accidental improvement in a culture?

162. How is this better?

100. Art and literature typically concern what? 163-164. What will replace it?

101. How does Skinner criticize Koestler’s view of behaviorism? 165-166

102. The example of the slave building a pyramid (168) relates to the question of misdirected aggression (p.29). Explain.

103. What is meant by the “relation between controller and controlee is reciprocal”? 169

104. Intention is shown in a curious way in the example of the mother picking up her crying baby. 170. Explain.

105. Counter control is missing in education. 171. Explain

106. Explain the sentence beginning, “Rules never generate behavior...” 172

107. Ethics and morals are concerned with what? 172-173

108. Why do we label certain activities as morally wrong? 174

109. What is a “moral culture”? 175. Give an example.

110. Skinner makes an implicit suggestion about how life in a city ghetto might be improved. 177. What is it?

111. How is “play” defined? 178

112. How are a zoo lion and a satiated lion in the field different? 178

113. What does it mean to say that, “When strong reinforcers are no longer effective, lesser reinforcers take over.” 178

114. What is Skinner’s major objection to leisure? 179

115. Skinner does not come right out with a definition of leisure. See if you can deduce it. 177-180

116. What do you think he is suggesting in the paragraph beginning, “Leisure is one of the great challenges...”. 180

117. What does, “This could be a lethal cultural mutation” refer to” 181 do you agree?

Chapter 9: What is man?

118. What is “crude environmentalism”? 185

119. How is “abstraction” analyzed? 188-189

120. What is methodological behaviorism? 190

121. “Awareness” of one’s problems may help. How does this work? 192-193

122. How is the term “covert” useful in a behavioral analysis of thinking?

123. How does Skinner argue against the metaphor of storage? 195-197

124. What is the “self” in Skinner’s analysis? 199

125. When is “identity” a problem? 199

126. How does Skinner translate “man is being abolished”? 200

127. Using machine makes man more human. How 203

128. Another paradox is stated on 205-206. Man is a function of his environment--yet he controls his environment. Can you see a way out?

129. What is Skinner’s evidence for current man’s behavior being a result of the environment he has created? 207-208

130. What behavioral outcome did Skinner anticipate with this book? 212

131. What two other effects did he anticipate? 212

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