Chapter 3

1. Chapter 3 Behavior Analysis A description of the essential features of behavior analysis as a natural science approach to development.

2. Are Theories of Learning Necessary? According to Skinner Not those that appeal to hypothetical, internal events as explanations of behavior Diversion from analysis of behavior as function of objective variables More parsimonious explanations exist Led to misconception of Skinner as “Antitheory” and behavior analysis as “antitheoretical”

3. Remember Scientific Theory from Chapter 1? A theory* is: An analysis of a set of facts in their relation to one another The general or abstract principles of a body of fact or a science A plausible or scientifically acceptable general principle or body of principles offered to explain phenomena *Webster's Seventh new Collegiate Dictionary (1965)

4. Scientific Theory In other words, Theories are summaries (statements or equations) of classes of functional relations (scientific facts) that have been ordered into scientific laws which: Explain observed events Used to interpret novel empirical observations (scientific interpretation)

5. Skinnerian Theory (Behavior Analytic Theory) Concepts that express “empirical functional relationships between behavioral and environmental variables” (Zuriff, 1985) Based on an organized collection of empirical facts and scientific laws Explain observed behavior Interpret novel behavioral relations Concerned with lawful behavior-environment relationships

6. Skinnerian Theory (Behavior Analytic Theory) Behavior analysis consists of laws and principles derived from experimental analysis that describe known functional relationships between behavior and environment Thus, Skinner's theory of learning (behavior analysis) is a scientific theory

7. Basic Units in Behavior Analysis Scientific laws emerge from discovery of basic units of analysis In science, basic unit of analysis = smallest functional relation that displays order In behavior analysis, basic unit= the 3-term contingency SD R SR EO

8. Basic Units in Behavior Analysis Skinner described basic units of behavior analysis Defined as functional classes rather than independent structural units Defined by respective effects on one another Fundamental units include operants, respondents, discriminative operants

9. Based on the Basic Units, Behavior Analysis Is a scientific theory of adaptive behavior Distinguishes between structural and functional approaches to behavior Can bring order, clarity and unity to developmental psychology

10. The Environment Traditional View Molar, Structural e.g., physical environment, people, and institutions in a child's life Behavior Analytic View A set of scientific facts, abstract principles derived therefrom, and the use of those principles to explain new facts

11. Locus of Control Where do the determinants of behavior lie? Inside the child (developmental psychology) Infants seen as initiators (agents) of their own behavior AGENT ACTION In the environment (behavior analysis) Changes in environment are responsible for changes in behavior Example: sucking patterns of infants (Kalnins and Bruner, 1973)

12. Inference Skinner maintained that inferring hypothetical events or processes in development are not necessary to explain behavior Behavior analysis makes inferences about potentially observable environmental events based on observing behavior in its context Thus the behavior analytic approach can be directly tested

13. A Behavior Analytic Taxonomy Taxonomy = principles of classification In behavior analysis= functional classification

14. Stimulus Functions Evocative Functions Environmental operations that immediately, but momentarily, strengthen behavior “evoke” = elicit (respondent) or occasion (operant) Functional- Altering Operations Environmental operations producing a more lasting effect Strengthen or weaken evocative stimulus functions Establish other function-altering operations

15. Traditional View of Development “Development” as a concept in developmental text books refers to “change related in an orderly fashion to time.” Time-related variables Focus on age as variable correlated with behavior change Biological or cognitive inferences are made

16. Behavior Analytic View of Development “Development” is considered change in behavior over time Variables are not invented, time-related variables Variables are “processes that produce, facilitate or retard change” Psychological development: Progressive changes in interactions between the behavior of individuals and the events in their environment (Bijou & Baer, 1978)

17. Genes, Brain, and Behavioral Plasticity Behavior analysts: Acknowledge the role that genes play in development of behavior by determining brain structure Agree with evolutionary biologists that human evolution is characterized behavioral plasticity Assert that genetic and neurobiological variables are not necessary to a fruitful study of behavior in its context

18. Proximate and Ultimate Causation Proximate causes- events that evoke behavior Behavior analysts want to understand how proximate events come to affect behavior and emphasize ultimate causation, such as conditioning history Developmental/Cognitive psychology acknowledge inferred, internal and hypothetical structures as proximate causes of behavior example: schizophrenia

19. Cognitive and Behavior Analytic Approaches to Behavior Developmental psychology is largely based on inferred, hypothetical events Many terms and theoretical questions in psychology imply a cognitive approach to behavior and cannot be reconciled by behavior analysis (e.g. memory) Behavior analysis is tasked with examining the behavior from which the hypothetical events are inferred Focus on processes rather than outcomes of development