Relevant bibliographies by topics / Behaviorism

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Behaviorism'

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Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Behaviorism"

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Sulaswari, Misroh, Nahrul Faidin, and Muh Sholeh. "Teori Belajar Behaviorisme: Teori dan Praktiknya dalam Pembelajaran IPS." Al Hikmah: Journal of Education 2, no. 2 (December 7, 2021): 131–44. http://dx.doi.org/10.54168/ahje.v2i2.49.

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Purpose of this paper is to explain behaviorism learning theory and its application in social studies learning. Using the literature study method through research studies regarding the implications and application of behaviorism learning theory to various learning in schools. Based on the literature review in this paper, it is found that behaviorism learning theory is very suitable to be applied to learning that requires habituation. Behaviorism theory views that the success of a learning is a change in behavior in a positive direction. In addition, behaviorism theory also prioritizes the mechanism for the formation of learning outcomes through stimulus and response procedures. The learning outcomes achieved are the emergence of the desired behavior through practice and repetition so that learning habits are formed. The application of behaviorism learning theory in social studies learning activities depends on several things, such as the learning objectives, the nature of the learning materials, the characteristics of the students, the available media and learning facilities. Through behaviorism theory, social studies learning needs to be linked to situations and conditions that are relevant to the daily lives of students.Tujuan dari tulisan ini adalah untuk menjelaskan teori belajar behaviorisme dan penerapannya dalam pembelajaran IPS. Menggunakan metode studi literature melalui kajian penelitian mengenai implikasi dan aplikasi teori belajar behaviorisme terhadap berbagai pembelajaran di sekolah. Berdasarkan kajian literatur pada tulisan ini menemukan bahwa teori belajar behaviorisme sangat cocok diterapkan kepada pembelajaran yang membutuhkan pembiasaan. Teori behaviorisme memandang bahwa keberhasilan dari suatu pembelajaran adalah adanya perubahan tingkah laku ke arah positif. Selain itu, teori behaviorisme juga mengutamakan mekanisme terbentuknya hasil belajar melalui prosedur stimulus dan respon. Hasil belajar yang dicapai adalah munculnya perilaku yang diinginkan melalui latihan dan pengulangan sehingga terbentuk kebiasaan belajar. Penerapan teori belajar behaviorisme dalam kegiatan pembelajaran IPS tergantung dari beberapa hal seperti, tujuan pembelajaran, sifat materi pembelajaran, karakteristik peserta didik, media dan fasilitas pembelajaran yang tersedia. Melalui teori behaviorisme maka pembelajaran IPS perlu dikaitkan dengan situasi dan kondisi yang relevan dengan kehidupan sehari-hari peserta didik.
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Rahmah, Nurul Wahidatur, and Hery Noer Aly. "Penerapan Teori Behaviorisme dalam Pembelajaran." Journal of Education and Instruction (JOEAI) 6, no. 1 (April 14, 2023): 89–100. http://dx.doi.org/10.31539/joeai.v6i1.5425.

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This article examines the application of behaviorism to the study of learning. This article employs a literature study methodology to seek and discover solutions through a literature evaluation of books, journals, and researchers' direct observations. The study's findings demonstrate that the behaviorist perspective acknowledges the significance of stimulus input and response output. Behaviorism is a learning theory that stresses the study of behavior formation based on the relationship between observable stimuli and response and awareness and mental constructions. In conclusion, behaviorism learning theory contrasts with cognitive theory, which contends that the learning process is an invisible mental process. The behaviorist learning theory lays a strong emphasis on observable, measurable, and quantifiable behavioral changes as learning outcomes. Keywords: Understanding, Implementation, Behaviorism Theory
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SOKAL, M. M. "The Behaviorist Tradition: The Origins of Behaviorism." Science 232, no. 4750 (May 2, 1986): 664–65. http://dx.doi.org/10.1126/science.232.4750.664.

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Moore, J. "Behaviorism." Psychological Record 61, no. 3 (July 2011): 449–63. http://dx.doi.org/10.1007/bf03395771.

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Lories, Guy. "Behaviorism." Behavioural Processes 37, no. 2-3 (September 1996): 261–63. http://dx.doi.org/10.1016/0376-6357(96)00015-0.

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Zuriff, G. E. "Précis of Behaviorism: A conceptual reconstruction." Behavioral and Brain Sciences 9, no. 4 (December 1986): 687–99. http://dx.doi.org/10.1017/s0140525x00051839.

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AbstractThe conceptual framework of behaviorism is reconstructed in a logical scheme rather than along chronological lines. The resulting reconstruction is faithful to the history of behaviorism and yet meets the contemporary challenges arising from cognitive science, psycholinguistics, and philosophy. In this reconstruction, the fundamental premise is that psychology is to be a natural science, and the major corollaries are that psychology is to be objective and empirical. To a great extent, the reconstruction of behaviorism is an elaboration of behaviorist views of what it is for a science to be objective and empirical. The reconstruction examines and evaluates behaviorist positions on observation and the rejection of introspection, the behavioral data language, theory construction, stimulus-response psychology, the organization of behavior, complex processes, agency, and the interpretation of mentalistic language. The resulting reconstruction shows behaviorism to be a pragmatic psychological version of positivism based on a behavioral epistemology.
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Kaput, James J., Judith E. Sims-Knight, and John Clement. "Critiques: Behavioral Objections: A Response to Wollman." Journal for Research in Mathematics Education 16, no. 1 (January 1985): 56–63. http://dx.doi.org/10.5951/jresematheduc.16.1.0056.

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That behaviorist horse, although badly flogged, continues to stalk among us. The well-executed Wollman (1983) study provides a clear example of how psychological and educational behaviorism remains at work influencing both research objectives and methods—even among researchers who are patently not behaviorists. Now, however, one must look beneath the patina to find its effects.
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Ruiz, Maria R. "B. F. Skinner's Radical Behaviorism: Historical Misconstructions and Grounds for Feminist Reconstructions." Psychology of Women Quarterly 19, no. 2 (June 1995): 161–79. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00285.x.

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Feminist critiques of traditional psychological approaches have generated feminist revisions, most notably in psychoanalytic and developmental theory. Although behaviorism has attracted strong objections from feminist critics, claims of its antithetical positioning vis-à-vis feminist theory construction have generally remained unchallenged. A preliminary step in formulating grounds for a synthesis is to clarify multiple meanings of behaviorism. Specifically, the fusion of Watson's methodological behaviorism and Skinner's radical behaviorism in the literature must be disentangled in order to address the latter's potential as a conceptual framework for constructing feminist theory. Key conceptual features of radical behaviorism that suggest its potential as a vehicle for building a feminist epistemology include: radical behaviorism's contextualistic world view, its interpretation of agency, its treatment of private experience and self knowledge, and its understanding of the pivotal functions of the verbal community.
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Miftahul Ulum and Ahmad Fauzi. "Behaviorism Theory and Its Implications for Learning." Journal of Insan Mulia Education 1, no. 2 (October 27, 2023): 53–57. http://dx.doi.org/10.59923/joinme.v1i2.41.

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Behaviorism is a learning theory that emphasizes behavior as the most appropriate object to research. Behavior is considered a more suitable object of research than thoughts or emotions. This article aims to describe behaviorist theory from it’s figures, then explain it’s implications for learning. This research is a literature review research that uses deductive and inductive analysis. The conclusion of this paper is that behaviorism theory has a significant contribution to learning. Behaviorism theory emphasizes the importance of forming desired behavior through reinforcement and eliminating undesirable behavior through punishment. In a learning context, this approach can help teachers shape and strengthen desired behavior.
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Malcolm, Norman, and Ilyas Altuner. "Logical Behaviorism." Beytulhikme An International Journal of Philosophy 4, no. 2 (December 30, 2014): 77. http://dx.doi.org/10.18491/bijop.25795.

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Dissertations / Theses on the topic "Behaviorism"

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Sanches, Raphael Rodrigues. "Sobre o anti-humanismo em Michel Foucault e B. F. Skinner /." Assis, 2017. http://hdl.handle.net/11449/150050.

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Orientador: José Sterza Justo
Banca: Luiz Carlos da Rocha
Banca: Julia Zanetti Rocca
Banca: Eurípedes Costa do Nascimento
Banca: Paulo Victor Bezerra
Resumo: B. F. Skinner se dedicou a construir a filosofia e a ciência do comportamento humano sem recorrer a unidades essenciais do sujeito, como mente ou personalidade; enquanto Foucault se ocupou em descrever a história da constituição dos saberes/poderes científicos e suas relações com os modos de subjetivação da sociedade ocidental moderna. Contudo, apesar dessa marcante diferença de objetos e métodos, parece haver uma afinidade genérica entre os dois autores, a crítica aos pressupostos humanistas de sujeito autônomo ou de natureza humana como fundamentos explicativos da conduta humana, crítica que vem sendo denominada na literatura como anti-humanismo. Nesse sentido, tomando o anti-humanismo por fio condutor, a proposta do presente trabalho foi a de promover um diálogo entre os pensamentos de Foucault e Skinner no que tange às suas concepções sobre o conhecimento (saber em Foucault), e a determinação da subjetividade, bem como das condutas humanas em geral; temas tradicionalmente abordados pela filosofia e pela psicologia segundo os pressupostos humanistas descritos. A investigação chegou aos seguintes resultados: (i) Com relação ao conhecimento, ambos autores rejeitam as teorias tradicionais que o concebem como uma relação sujeito/objeto dada de antemão. Skinner analisa o conhecimento como comportamento, cuja explicação deve ser a mesma de qualquer outro comportamento operante; e, segundo a interpretação utilizada neste trabalho, adota uma ontologia relacional, o que limita a ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: B. F. Skinner devoted himself to constructing the philosophy and science of human behavior without resorting to essential units of the subject, such as mind or personality; while Foucault was concerned with describing the history of the constitution of scientific knowledges/powers and their relations with the modes of subjectification of modern Western society. However, in spite of this marked difference of objects and methods, there seems to be a general affinity between the two authors, i.e., the critique of the humanist assumptions of autonomous subject or of human nature as explanatory foundations of human behavior, a criticism that has been called in the literature as anti- humanism. In this sense, taking the anti-humanism as a guide, the purpose of the present work was to promote a dialogue between Foucault's and Skinner's thoughts on his conceptions of knowledge, and the determination of subjectivity, as well as human behavior in general; themes traditionally analyzed by philosophy and psychology according to the humanist presuppositions described. The research has arrived at the following results: (i) Regarding knowledge, both authors reject the traditional theories that conceive it as a given subject/object relationship previously structured. Skinner analyzes knowledge as behavior, then the it's explanation must be the same as any other operant behavior; and, according to the interpretation used in this work, adopts a relational ontology, which limits reality to ... (Complete abstract click electronic access below)
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Baggio, Bruno Sterza. "Determinismo e responsabilidade moral na obra de B. F. Skinner." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154049.

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As concepções de causa do comportamento humano estão intimamente ligadas com as práticas sociais. O determinismo é uma doutrina filosófica amplamente adotada dentro do Behaviorismo Radical e presente na obra de seu fundador, B. F. Skinner. Contudo, críticos alegam que quando o determinismo é aplicado a assuntos morais, este não permite a responsabilização do indivíduo por suas ações. Os conceitos tradicionais de liberdade esbarram na postura científica do behaviorismo, uma vez que não levam em consideração as causas do comportamento ao afirmar que o indivíduo possa deliberar livremente sobre suas ações sem dependência de eventos externos a ele. O objetivo deste trabalho é conceituar e discutir os conceitos de determinismo e responsabilidade moral na obra de Skinner. Para tanto, um percurso arqueológico guiado por um método de leitura epistemológico hermenêutico foi utilizado para investigação da obra do autor. Como objetos de estudo desse trabalho, foram selecionados os textos de Skinner posteriores à década de 50 até o final da sua produção, com a adição do livro Walden II. A análise realizada sugere uma defesa de noções deterministas na obra de Skinner que, contudo, são também ambíguas. Há afirmações passíveis de serem conciliadas com concepções de ciência indeterministas que compartilham espaço na obra do autor. Foi também identificada uma ampla rejeição ao conceito tradicional de responsabilidade individual na sua obra, sem a construção explícita de uma nova definição. Ao invés de privilegiar as teses relacionadas à liberdade, o autor demonstra como a ciência poderia participar da melhora significativa das condições de vida do homem. A análise permitiu estabelecer conexões com teses alternativas de responsabilidade de matriz pragmática. Uma definição de responsabilidade convergente com a obra atenta para o contexto em que esta é formada e a utilidade de impor contingências para o comportamento individual.
Cause conceptions of human behavior are intimately linked with social practices. Determinism is a philosophical doctrine widely adopted in Radical Behaviorism and present in the work of its founder, B. F. Skinner. However, critics claim that when determinism is applied to moral issues, it does not allow individual accountability for their actions. The traditional concepts of freedom are averse to the scientific position of behaviorism, since they do not take into account the causes of behavior by affirming that the individual can deliberate freely on his actions without dependence on external events. The objective of this work is to conceptualize and discuss the concepts of determinism and moral responsibility in Skinner's work. For that, an archaeological approach guided by a hermeneutical epistemological reading method was used. As an object of study of this work, the texts of Skinner were selected after the 50's until the end of its production, with the addition of the book Walden II. The analysis suggests a defense of determinist notions in Skinner's work, which, however, are also ambiguous. There are statements that can be reconciled with indeterministic conceptions of science that share space in the author's work. A deep rejection of the traditional concept of individual responsibility in his work was also identified, without the explicit formation of a new definition. Instead of focusing on the themes related to freedom, the author demonstrates how science could participate in the significant improvement of man's living conditions. The analysis allowed to establish connections with alternative theses of responsibility of pragmatic conception. A definition of responsibility compatible with Skinner's work alert to the context in which it is formed and the utility of imposing contingencies on individual behavior.
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Fernandes, Diego Mansano [UNESP]. "A sobrevivência das culturas como prescrição ética para o planejamento cultural: um estudo conceitual." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/123732.

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B. F. Skiner desenvolveu uma análise comportamental de valores, descrevendo o que chamou de bens ou consequências reforçadoras que controlam o comportamento humano: o bem do indivíduo, o bem dos outros, e o bem da cultura. Para além dessa descrição, prescreveu o bem da cultura, ou sobrevivência das culturas, como um valor que todos deveríamos buscar alcançar. Por meio do método epistemológico hermenêutico, buscou-se uma análise conceitual da prescrição ética de Skinner para a ação do analista do comportamento no delineamento de práticas culturais, também como estratégia de desenvolvimento de uma análise comportamental da cultura. O primeiro passo foi a procura por uma definição de cultura, mediante uma incursão à Antropologia e fundamentalmente ao Behaviorismo Radical. Argumenta-se que cultura pode ser definida com base no texto de Skinner como ambiente social e, ocasionalmente, como ambiente verbal, mas também em um sentido mais estrito como experimento social, e em um sentido mais amplo como conjunto de práticas culturais, a última com algumas controvérsias. Em relação à Antropologia, a ideia skinneriana de cultura se mostrou alinhada com versões mais recentes do conceito na disciplina, especialmente por sua ontologia e pela negação de dicotomias como natureza e cultura, além de uma visão de mundo pluralista. Conclui-se que diante das definições de cultura apresentadas, a prescrição da sobrevivência das culturas em sentido amplo se mostrou frágil e de difícil instrumentalização, pois implica divergências e competição entre diferentes ambientes sociais e ambientes verbais, com estrutura e práticas culturais contraditórias e incompatíveis entre si. O resultado de tais conflitos é nítido no cotidiano, exemplificando-se por preconceitos e discriminações de gênero, de raça, de classe, de orientação sexual, linguística, e assim por diante. Algumas propostas de Skinner no âmbito...
B. F. Skinner develop a behavioral analysis of value, describing what he calls goods or reinforcing consequences that control human behavior: the good of the individual, the good of others, and the good of the culture. Beyond this description, Skinner prescribed the good of the culture, or the survival of the cultures as a value that we should pursue. Through the epistemological hermeneutic method, this study sought a conceptual analysis to Skinner's ethic prescription concerning the role of the behavior analyst in designing a cultura, and also as a strategy to develop a behavioral analysis of culture. The first step was to the search for a definition of culture, by an incursion in Anthropology and fundamentally in Radical Behaviorism. It is argued that culture can be defined based on Skinner's works as social environment, but also in a strict sense as a social experiment, and, with some controversies, in a broader sense as a set of cultural practices. Concerning Anthropology, the skinnerian idea of culture proved aligned with modern versions for the concept in the field especially for its ontology and its denial of dicthotomies like natural and culture, and a pluralist wordwiew. It folllows that on the presented definitions of culture, the prescription of the survival of the cultures in a broader sense proved frail and difficult to instrumentalize, because it implies divergences and competition between social and verbal environments, with contradictory and unsuitable structures and cultural practices. Such conflicts delivery sharp results in daily life, like prejudices and discriminations of gender, race, class, sexual orientation, linguistic and so on. Some of Skinner's proposals in the political scope are suggested as more promissing, especially the design of social environments based on face-to-face control, by the people and for the people
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Fernandes, Diego Mansano. "A sobrevivência das culturas como prescrição ética para o planejamento cultural : um estudo conceitual /." Bauru, 2015. http://hdl.handle.net/11449/123732.

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Orientador: Kester Carrara
Banca: Camila Muchion de Melo
Banca: Jair Lopes Junior
Resumo: B. F. Skiner desenvolveu uma análise comportamental de valores, descrevendo o que chamou de bens ou consequências reforçadoras que controlam o comportamento humano: o bem do indivíduo, o bem dos outros, e o bem da cultura. Para além dessa descrição, prescreveu o bem da cultura, ou sobrevivência das culturas, como um valor que todos deveríamos buscar alcançar. Por meio do método epistemológico hermenêutico, buscou-se uma análise conceitual da prescrição ética de Skinner para a ação do analista do comportamento no delineamento de práticas culturais, também como estratégia de desenvolvimento de uma análise comportamental da cultura. O primeiro passo foi a procura por uma definição de cultura, mediante uma incursão à Antropologia e fundamentalmente ao Behaviorismo Radical. Argumenta-se que cultura pode ser definida com base no texto de Skinner como ambiente social e, ocasionalmente, como ambiente verbal, mas também em um sentido mais estrito como experimento social, e em um sentido mais amplo como conjunto de práticas culturais, a última com algumas controvérsias. Em relação à Antropologia, a ideia skinneriana de cultura se mostrou alinhada com versões mais recentes do conceito na disciplina, especialmente por sua ontologia e pela negação de dicotomias como natureza e cultura, além de uma visão de mundo pluralista. Conclui-se que diante das definições de cultura apresentadas, a prescrição da sobrevivência das culturas em sentido amplo se mostrou frágil e de difícil instrumentalização, pois implica divergências e competição entre diferentes ambientes sociais e ambientes verbais, com estrutura e práticas culturais contraditórias e incompatíveis entre si. O resultado de tais conflitos é nítido no cotidiano, exemplificando-se por preconceitos e discriminações de gênero, de raça, de classe, de orientação sexual, linguística, e assim por diante. Algumas propostas de Skinner no âmbito...
Abstract: B. F. Skinner develop a behavioral analysis of value, describing what he calls goods or reinforcing consequences that control human behavior: the good of the individual, the good of others, and the good of the culture. Beyond this description, Skinner prescribed the good of the culture, or the survival of the cultures as a value that we should pursue. Through the epistemological hermeneutic method, this study sought a conceptual analysis to Skinner's ethic prescription concerning the role of the behavior analyst in designing a cultura, and also as a strategy to develop a behavioral analysis of culture. The first step was to the search for a definition of culture, by an incursion in Anthropology and fundamentally in Radical Behaviorism. It is argued that culture can be defined based on Skinner's works as social environment, but also in a strict sense as a social experiment, and, with some controversies, in a broader sense as a set of cultural practices. Concerning Anthropology, the skinnerian idea of culture proved aligned with modern versions for the concept in the field especially for its ontology and its denial of dicthotomies like natural and culture, and a pluralist wordwiew. It folllows that on the presented definitions of culture, the prescription of the survival of the cultures in a broader sense proved frail and difficult to instrumentalize, because it implies divergences and competition between social and verbal environments, with contradictory and unsuitable structures and cultural practices. Such conflicts delivery sharp results in daily life, like prejudices and discriminations of gender, race, class, sexual orientation, linguistic and so on. Some of Skinner's proposals in the political scope are suggested as more promissing, especially the design of social environments based on face-to-face control, by the people and for the people
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Fonseca, Ana Paula Araújo. "Recursos interpretativos funcionais como subsídio metodológico na formação continuada de professores de língua portuguesa das séries iniciais /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/97476.

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Orientador: Jair Lopes Júnior
Banca: Maria Stella Coutinho de Alcantara Gil
Banca: Sandra Regina Gimeniz-Paschoal
Resumo: O Behaviorismo Radical e a Análise do Comportamento têm contribuições a oferecer ao campo da Educação e mais precisamente, à formação de professores. Estudos anteriores sobre práticas educativas no ensino fundamental demosntraram restrições de repertório descritivo dos professores quanto às propriedades das contingências de ensino dispostas durante seu trabalho e dificuldades recorrentes em ter seu comportamento de ensinar conteúdos curriculares sob controle das ações de seus alunos. Este trabalho abjetivou avaliar se repertórios comportamentais que definem a análise e a avaliação funcional de relações entre práticas educativas e medidas de desempenho poderiam se constituir em recursos pedagógicos para professores de 4ª série, no contúdo de Língua Portuguesa. Foram realizados dois estudos com quatro professores (Estudo 1, professores P1 e P2; Estudo 2, professores P3 e P4). Os procedimentos atodatos nos dois estudos constaram de três etapas. Na Etapa 1, ocorreu: a) registro de aulas de Língua Portuguesa ministradas pelos professores sobre duas unidades didáticas (UD1 e UD2); b) exposição dos professores a entrevistas sobre as aulas da UD1, na ausência e na presença do vídeo das mesmas. A Etapa 2 constou da: a) exposição dos professores a modelos de interpretação funcional elaborados pela pesquisadora, com base nos registros das aulas da UD1; b) exposição dos professores à tarefa de elaboração de interpretações funcionais sobre registros das aulas da UD2; c) exposição dos professores à modelos de interpretação funcional dos registros das aulas de UD2 efetuados pela pesquisadora. Na Etapa 3, ocorreu: a) registro audiovisual de novas aulas de Língua Portuguesa (UD3); b) exposição dos professores à tarefa de elaboração de interpretações funcionais destas aulas. A diferença entre os estudos residiu... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The Radical Behaviorism and Behavior analysis have contributions to offer to the field of Education ans, more spcifically, for teachers' education. Previous studies about educational practices in the elementary school, demonstrated restrictions of teachers' descriptive repertoire about contingencies' properties of teaching presents during them work and difficulties recurrents to have their behavior to teach corricular content under control of their students' actions. This study aimed to assess whether beahavioral repertoires that define functional analysis and evaluation of relationships between educational practives and performance' measures could be teaching resources for teachers of 4th grades, in Portuguese Language' content. Two studies had been produced, with four teachers (Study 1, teachers P1 and P2; Study 2, teachers P3 and P4). The procedures adopted in these two studies consisted of three steps. In Step 1, occurred: a) registration of Portuguese' classes taught by teachers on two Didactic Units (UD1 and UD2) b) exposure of teachers to interviews about UD1' lessons, in the absence and presence of their lessons1 video recorded. The Step 2 consisted of: a) exposure of teachers to models of funcional interpretation prepared by the researcher, based on records UD1' lessons b) exposure of teachers to task of making functional interpretations about records UD2' lessons c) exposure of teachers to fuctional interpretation models of the records UD2' lessons prepared by the researcher. In Step 3, occurred: a) registration in video of new Portuguese' classes (UD3) b) exposure of teachers to task of making functional interpretations of UD3' classes. The difference between the studies resided in the methodology used in the selection and presentation of the records in video exposed to the teacher. In study 1 the videos' exhibition... (Complete abstract click electronic access below)
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Panahon, Carlos J. "Effects of noncontingent reinforcement on academic performance an investigation of the roles of extinction and satiation /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Lewis, Charles Michael. "Identification of rule-based models." Diss., Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/30035.

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Szczech, Frances Marie. "Effects of a multifaceted staff management program on the engagement of adults with developmental disabilities in community-based settings." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2007. http://wwwlib.umi.com/cr/syr/main.

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Costa, Carlos Eduardo. "A natureza do reforçador como uma variável moduladora dos efeitos da história de reforço sobre o comportamento de seres humanos." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-15072005-121451/.

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O objetivo foi investigar como a natureza do reforçador afeta o comportamento humano em FI após diferentes histórias de reforço. Universitários foram expostos inicialmente a um de três programas de reforço: FR 40, DRL 20 s ou FI 10 s por três sessões de 15 minutos cada. As contingências de reforço foram programadas com o software ProgRef e a conseqüência para a resposta de pressionar um botão era pontos. Para alguns participantes os pontos eram trocados por fotocópias (Condição 1), para outros os pontos eram trocados por dinheiro (Condição 2), enquanto para outros os pontos não eram trocados por nada (Condição 3). Subseqüentemente, os participantes com história de FR e DRL foram expostos a um programa de reforço em FI 10 s e os participantes submetidos inicialmente ao FI 10 s tiveram o parâmetro do FI alterado para 5, 20 ou 30 s, por três sessões de 15 minutos cada. Os participantes da Condição 3-Pontos, expostos a histórias de responder em FR ou DRL, foram submetidos a cinco sessões de Extinção após as sessões de FI. Os participantes expostos ao FR apresentaram um padrão de responder em taxa alta e constante independentemente do tipo de reforçador utilizado. Quando a contingência mudou de FR para FI a taxa de respostas permaneceu alta para os participantes das Condições 1-Fotocópia e Condição 2-Dinheiro, mas diminuiu para a maioria dos participantes da Condição 3-Pontos. Os participantes expostos inicialmente ao DRL apresentaram um responder em taxa baixa tanto sob a contingência de DRL quanto sob a de FI subseqüente, independentemente da condição de reforço. Apesar desse efeito de persistência comportamental, houve uma diminuição no IRT quando a contingência mudou, o que sugere que o responder era controlado também pela contingência de FI presente. O tipo de reforçador empregado parece ter afetado a probabilidade de que os participantes expostos inicialmente a um programa de reforço em FI 10 s exibissem uma taxa de respostas alta (participantes da Condição 2-Dinheiro) ou baixa (participantes da Condição 3-Pontos). O tipo de reforçador empregado parece ter afetado também o padrão de responder dos participantes quando a parâmetro do FI mudou de 10 para 5, 20 ou 30 segundos. O padrão de responder da maioria dos participantes das Condições 1 e 3 (Fotocópia e Pontos, respectivamente) mudou quando o parâmetro do FI foi alterado, enquanto que o padrão dos participantes da Condição 2-Dinheiro permaneceu o mesmo. Quando a contingência de reforço dos participantes da Condição 3-Pontos foi alterada de FI para extinção houve uma mudança no padrão comportamental tanto dos participantes que tinham história de responder sob FR quanto daqueles com história de responder em DRL. Tomados em conjunto os resultados sugerem que: (a) o comportamento dos participantes foi controlado tanto pela história de reforço quanto pelas contingências presentes; (b) a natureza do reforçador empregado pode favorecer o responder em taxa alta e constante sob FI – tanto após exposição a uma contingência de FR quanto quando o FI é programado desde o início (i.e., sem história experimental prévia a nenhuma outra contingência de reforço). Os resultados do presente estudo assemelham-se àqueles obtidos em outros estudos com organismos humanos e não-humanos respondendo sob programas de reforço e sugerem que as diferenças entre o comportamento de humanos e não-humanos sob programas de reforço podem ser atribuídas tanto à história de condicionamento quanto a diferenças de procedimento entre os estudos com humanos e não-humanos. Os resultados também sugerem que a natureza do reforçador é uma variável importante para modular os efeitos da história experimental sobre o comportamento de seres humanos.
In the present study it was investigated how the nature of reinforcer affects the human behavior on FI reinforcement schedule under different histories of reinforcement. College students were initially exposed to one of three reinforcement schedules: FR 40, DRL 20 s or FI 10 s for 15 minutes each. A computer software, ProgRef, was used to program contingencies of reinforcement. So, if the subject gave a click on the left button of mouse, a number correspondent to the number of reinforced response pop out on the monitor screen. That number was equivalent to points, and some students could exchange their points for photocopies (Condition 1), other for money (Condition 2), and other could not exchange for anything (Condition 3). Later, students whose behaviors have been reinforced in FR and DRL schedules (histories) went to a FI 10 s reinforcement schedule and the ones who had already been exposed to the FI 10 s had their FI parameter altered to 5, 20 or 30 s during three sessions of 15 min each. Before being exposed to histories of responding in FR or DRL, Condition 3-Points participants were exposed to five Extinction sessions after being exposed to FI 10 s sessions. All students exposed to FR had high rates of responding, independently of the nature of reinforcer. When the contingencies changed from FR to FI, response rates remained high in the Conditions 1 and 2 (Photocopies and Money), but it deeply decreased in the Condition 3. Students exposed to DRL history presented a low rate of response under both DRL and FI contingencies, independently of the nature of reinforcement. Despite this behavioral persistence effect, the IRT decreased when contingency changed from DRL 20 s to FI 10 s. This suggests that the pattern responding was also under controlling of contingency of reinforcement current. The nature of reinforcer affected the students’ behavior in FI 10 s even then had no previous experimental history. A high rates of responses was produced by students in the Condition 2-Money while a low rates of responses was produced by most students in the Condition 3-Points. The nature of reinforcer also influenced the students’ behaviors pattern as FI value changed from 10 to 5, 20 or 30 s. Results show that students’ behaviors pattern changed as FI value was altered as in the sequence before in the Conditions 1 and 3. However, it did not change at the same way as FI value was altered in the Condition 2. As contingencies of reinforcement, in the Condition 3, were altered from FI to extinction schedules, subjects’ behaviors under FR and DRL schedules showed a different pattern. Taken as a whole the results suggests that: first, participants’ behavior seemed to be controlled either by reinforcement history or by contingency of reinforcement; Second, the nature of reinforcement may be produced both high and low rates of response under FI – both after FR contingency exposure and when FI is programmed from the beginning (i.e., with no previous experimental history to no other reinforcement contingency). The results of the present study are in agreement to most those studies carried out with human and non-human responding under reinforcement schedules and suggest that the discrepancies between the behavior of humans and non-humans on schedules of reinforcement maybe attributed to both conditioning history and procedural differences between human and non-human research procedures. Also, the results here presented suggest that the nature of reinforcer is an important variable to modulate the effects of experimental history on the human behaviors.
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Lysenko, Iryna. "Consumer behavior in the context of behaviorism theory." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/54597.

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1. Skinner B.F. Science and human behavior. New York, Simon & Schuster, 1965. 480 p. 2. Skinner B.F. About Behaviorism. New York, Random House USA Inc, 1976. 304 p. 3. Skinner B.F. Beyond Freedom and Dignity. Hackett Publishing Co, Inc Cambridge, 2003. 240 p. 4. Behaviorism and Marketing – URL: https://zg-brand.ru/statiy/marketing/bikheviorizm_i_marketing/ (accessed on 02 December 2021). 5. Mothersbaugh D., Hawkins D. Consumer Behavior: Building Marketing Strategy, McGraw-Hill Education, 2015. 816 p.
The question of what influences a consumer’s buying decision is, without exaggeration, one of the key questions in marketing. Building the brand’s interaction with the target audience, developing the idea and content of the advertising message, finding effective communication channels and implementing a dozen more urgent tasks depends on the answer to it. Social psychology, back in the last century, offered its own view of the problem, giving the world the theory of behaviorism, a theory based on the study of the dependence of the behavioral reactions of a person on stimuli from the external environment.
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Books on the topic "Behaviorism"

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Skinner, B. F. About behaviorism. Harmondsworth: Penguin, 1993.

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Behaviorism: Mind, mechanism and society. London: Duckworth, 1993.

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Nye, Robert D. The legacy of B.F. Skinner: Concepts and perspectives, controversies and misunderstandings. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1992.

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T, O'Donohue William, and Kitchener Richard F. 1941-, eds. Handbook of behaviorism. San Diego, Calif: Academic Press, 1999.

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Behaviorism. New Brunswick, N.J: Transaction Publishers, 1998.

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

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Baum, William M. Understanding Behaviorism. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119143673.

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Lee, Vicki L. Beyond behaviorism. Hillsdale, N.J: L. Erlbaum Associates, 1988.

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T, Todd James, and Morris Edward K, eds. Modern perspectives on B.F. Skinner and contemporary behaviorism. Westport, Conn: Greenwood Press, 1995.

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Staddon, John. The New Behaviorism. 3rd ed. Third edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003158578.

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Book chapters on the topic "Behaviorism"

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Nweiran, Raghida. "Behaviors without Behaviorism." In Culturally Responsive and Sustaining Science Teaching, 101–10. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003397977-8.

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Stringer, Anthony Y. "Behaviorism." In Encyclopedia of Clinical Neuropsychology, 547–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_663.

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Stringer, Anthony. "Behaviorism." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_663-2.

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Bunge, Mario, and Rubén Ardila. "Behaviorism." In Philosophy of Psychology, 116–35. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4696-1_6.

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Vaughan, William. "Behaviorism." In Learning and Memory, 3–4. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6778-7_1.

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Notterman, Joseph M., and Henry N. Drewry. "Behaviorism." In Psychology and Education, 81–99. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3_6.

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O’Shaughnessy, John. "Behaviorism." In Consumer Behavior, 89–116. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-00377-5_4.

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Sánchez-González, José C., José C. Loredo-Narciandi, Peggy Brady-Amoon, Vincent W. Hevern, John A. Mills, Roger K. Thomas, Alan J. Feldman, et al. "Behaviorism." In Encyclopedia of the History of Psychological Theories, 98–110. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_3.

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Macy, Kelly, Wouter Staal, Cate Kraper, Amanda Steiner, Trina D. Spencer, Lydia Kruse, Marina Azimova, et al. "Behaviorism." In Encyclopedia of Autism Spectrum Disorders, 445–49. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1021.

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Lawson, Robert B., E. Doris Anderson, and Antonio Cepeda-Benito. "Behaviorism." In A History of Psychology, 179–205. Second Edition. | New York : Routledge, 2018. | Revised edition of A history of psychology, c2007.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225432-10.

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Conference papers on the topic "Behaviorism"

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Zhang, Yan. "Behaviorism and Rationalism." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.66.

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Ekstrand, Michael D., and Martijn C. Willemsen. "Behaviorism is Not Enough." In RecSys '16: Tenth ACM Conference on Recommender Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2959100.2959179.

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Kilani, Rim, Ahmed Zouinkhi, Eddy Bajic, and Mohamed Naceur Abdelkrim. "Social behaviorism model for interactions management in Industrial IoT." In 2020 17th International Multi-Conference on Systems, Signals & Devices (SSD). IEEE, 2020. http://dx.doi.org/10.1109/ssd49366.2020.9364096.

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Zhao, Li. "Study on Child Language Acquisition—Behaviorism, Nativism, and Sociolingustic Approach." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.222.

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Efgivia, M. Givi, Anggi Arista, Reni Kurniawati, and Kasori. "Analysis of Behaviorism Learning Theory, STEM Learning Model and Gamification." In 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.029.

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Eugenio, Francisco C., and Ardhee Joy T. Ocampo. "Assessing Classcraft as an Effective Gamification App based on Behaviorism Learning Theory." In ICSCA '19: 2019 8th International Conference on Software and Computer Applications. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3316615.3316669.

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Kilani, Rim, Eddy Bajic, Ahmed Zouinkhi, and Mohamed Naceur Abdelkrim. "A unfied social behaviorism model for interactions management in Industrial Internet of Things." In 2019 International Conference on Internet of Things, Embedded Systems and Communications (IINTEC). IEEE, 2019. http://dx.doi.org/10.1109/iintec48298.2019.9112115.

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Li, Jiang, and Xiaohua Ke. "Research on the Occupational Emotion of Counselors in Universities Based on Behaviorism Theory." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.31.

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Friesen, Norm. "Technology-Enabled Personalized Learning and the New Behaviorism: Facebook and the Future of Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430439.

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Trif, Letitia. "INFLUENCES OF BEHAVIORISM IN DESIGNING INSTRUCTIONAL MODELS WHICH MIGHT PROVE USEFUL IN DEVELOPING MULTIMEDIA MATERIALS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-136.

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Developments in the domain of training design reflects both behavioral principles in the management of student's behavior in the classroom and how training is designed and conducted and the principles of cognitive psychology, particularly by information processing theories. Like behaviorists, researchers and practitioners of designing training models consider that a range of behaviors can be observed, measured, planned and evaluated in a fair and valid manner. Some authors distinguish between a design model of training, whose role is to build an environment to provide conditions that support student learning processes required and model instructional systems designs that have a much broader scope. The second covers five phases: analysis, design, development / implementation, implementation and evaluation, while the first only covers the stages of analysis and design, focusing on analysis skills or knowledge to be formed to be purchased and then on converting the analyses in a training strategy (Sortrakul and Denphaisarn, 2009). Thus, the systems combine training instructional practices, research and theory into a methodology that promotes systematic learning (input produces output then becomes input) and systemic (there is a symbiotic relationship between the elements). The purpose of these systems is to create successful learning experiences and facilitate the transfer of learning (Zimnas, Kleftouris and Valkanos, 2009). Depending on the type of training that we produce, these models can be (Gustafson and Branch, 1997): those used in the classroom, where the learning activities and resources are selected by the teacher - depending on the philosophy that underpins the teaching activity, the student primarily acquires information from the teaching procedure, than those that consist of a training product for a specific context (useful in developing multimedia materials), focusing on pilot testing and review - in order to place the product in appropriate learning environment, which are widely used systems, designed and developed to a whole curricular experiences (courses or distance education programs). As an outcome of the work of a team, the instructional design must be learner -centered and on the performance the latter needs to achieve, and it is necessary to have well defined and consistent objectives according to the experience to which it addresses, the formulation of objectives should also reflect the environment where the student is expected to apply knowledge and skills acquired, and the results can be measured with available instruments (Gustafson and Branch, 1997, 2002 ). By knowing how the interaction between the elements of educational situations and a systematic and rigorous approach, this can increase the efficiency and effectiveness of training (Gustafson and Branch, 1997, 2002 ). Gagn? (1984 , as cited in Chen, 2007) states that a well-designed training stimulates cognitive structures during learning and it increases the success of learning.
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Reports on the topic "Behaviorism"

1

Fadlon, Itzik, and Torben Heien Nielsen. Family Health Behaviors. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24042.

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Wright, Brad, Monica L. Ahrens, Peter Damiano, Elizabeth Momany, Natoshia M. Askelson, and Suzanne Bentler. Healthy Behaviors Claims-Based Outcomes Report #3 and Healthy Behaviors Modeling Report #2. Iowa City, Iowa, USA: University of Iowa Public Policy Center, June 2021. http://dx.doi.org/10.17077/rep.006629.

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Thayer, Colette, and Erica Dinger. Healthy Lifestyle Beliefs vs. Behaviors. AARP Research, November 2016. http://dx.doi.org/10.26419/res.00139.001.

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Hsieh, Patricia Y., Todd M. Miller, Kimberly A. Hicks, and Karie P. Lorenz. Identification of Effective Teaching Behaviors. Fort Belvoir, VA: Defense Technical Information Center, July 1993. http://dx.doi.org/10.21236/ada270971.

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Bentler, Suzanne, Natoshia M. Askelson, Elizabeth Momany, Brooke McInroy, Brad Wright, Tessa Heeren, and Peter Damiano. Healthy Behaviors Incentive Program evaluation. Iowa City, Iowa: University of Iowa Public Policy Center, March 2016. http://dx.doi.org/10.17077/f85g-5hr8.

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Momany, Elizabeth, Brad Wright, Natoshia M. Askelson, Suzanne Bentler, Monica L. Ahrens, and Peter Damiano. Healthy Behaviors Cost Analysis Report. Iowa City, Iowa, USA: University of Iowa Public Policy Center, June 2021. http://dx.doi.org/10.17077/rep.006622.

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Sunardi, Mathias. Synthesizing Expressive Behaviors for Humanoid Robots. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7440.

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Qiao, Yu. Energy Absorption Behaviors of Nanoporous Systems. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada433350.

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Irwin, G. R., and X. J. Zhang. Cleavage behaviors in nuclear vessel steels. Office of Scientific and Technical Information (OSTI), November 1994. http://dx.doi.org/10.2172/10196688.

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Joung, Hyun-Mee. Materialism and Clothing Post-Purchase Behaviors. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-833.

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