No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
"Na Natureza Selvagem”: Análise funcional e o ensino de conceitos da Análise do Comportamento
ResearchGate has not been able to resolve any citations for this publication.
Resumo O objetivo deste ensaio é construir uma definição de comportamento no Behaviorismo Radical. Defende-se que tal definição de comportamento deve levar em consideração (1) os compromissos filosóficos do Behaviorismo Radical, (2) o aspecto dinâmico do comportamento, e (3) a articulação entre eventos, estados e processos. Partindo de uma interpretação relacional do Behaviorismo Radical, o presente ensaio defende que o comportamento pode ser entendido como uma relação organismo-ambiente, cuja dinâmica é uma coordenação sensório-motora. Como resultado dessa dinâmica, temos um fluxo comportamental que pode ser analisado em termos de uma relação de interdependência entre eventos ambientais, eventos comportamentais, estados comportamentais e processos comportamentais. Abstract The purpose of this essay is to elaborate a definition of behavior in Radical Behaviorism. It is argued that a definition of behavior would take into account (1) the philosophical grounding of Radical Behaviorism, (2) the behavior's dynamic, and (3) the relation among events, states, and process. Starting from the relational interpretation, this essay defends that behavior can be concept as a relation organism-environment, whose dynamic is a sensory-motor coordination. As this dynamic result, we have a behavioral stream, which can be analyzed in terms of an interdependence relation among environmental events, behavioral events, behavioral states, and behavioral process.
Rules may facilitate the acquisition of new behaviors and at the same time decrease the likelihood of behavioralchange across contingency changes. This study aimed to investigate the effect of participant exposure to different rules on DRL tasks and on behavioral sensitivity to changes in programmed contingencies. Two experiments were conducted with thirteen undergrad students each. Experiment 1 differed from 2 by a consummatory response required to obtain reinforcement. Experiments consisted of two consecutive phases lasting 20 minutes each. In Phase 1, groups were assigned according to the instruction provided to them to perform on a DRL 5s schedule: Group IM (Minimum Instruction), Group IC Correspondent Instruction) and Group ID (Discrepant Instruction). Phase 2 was identical to Phase 1, excepted that programmed consequences were not delivered (extinction). The purpose of Phase 2 was to determine how different instructions provided in Phase 1 affected participant’s behavior after contingency changes. The Experiment 1 (Phase 1) showed that two participants out of 15- P5 (Group IM) and P9 (Group IC) did not show low response rates, while participants in Group IC and ID emitted initially high response rates. Results from Phase 2 suggest that participant’s behavior in Group IC showed a lower change from Phase 1 in comparison to Group IM and Group ID groups. Results obtained in Experiment 2 replicated those from Experiment 1, except that participants in Group IC (Experiment 2) emitted low response rates at the start of Phase 1. Taking together, results demonstrated that instructional control can be abandoned in situations where the programmed contingency do not allow occasional reinforcement, and a history with corresponding instruction generates a smaller proportion of change in comparison to a history with minimal instruction and discrepant instruction.
This citation refers to a book. For further information, copy and paste in your browser the following link.
http://lcb-online.org/
Este artigo explora alguns dos vínculos entre a ciência e o cinema: o uso de filmes como instrumento de observação, material didático de educação científica e, principalmente, meio de expressão e veículo formador do imaginário social acerca da ciência. Para tanto, retoma discussão conceitual sobre as noções de imaginário e representação social, busca delinear diferenciação de tipos de filmes e sintetizar algumas análises sobre imagens da prática científica e de estereótipos de cientistas. São apresentadas dificuldades na avaliação da influência do cinema no imaginário científico, mas defendida a importância de seu estudo para a história da ciência.
It is argued that reinforcement is a variety of selection. The relations among behavior and its consequences in reinforcement have subtle properties. When those properties are not taken into account, reinforcement can appear to be ineffective or to be accompanied by undesirable side-effects. Such inherent properties of reinforcement may have affected it acceptance, because they allow its effects to be masked in various ways. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Replication and extension of Skinner's "supersitition" experiment showed the development of 2 kinds of behavior at asymptote: (a) interim activities, related to adjunctive behavior, which occurred just after food delivery; and (b) the terminal response, a discriminated operant, which occurred toward the end of the interval and continued until food delivery. These data suggest a view of operant conditioning (the terminal response) in terms of 2 sets of principles: principles of behavioral variation that describe the origins of behavior appropriate to a situation, in advance of reinforcement; and principles of reinforcement that describe the selective elimination of behavior so produced. This approach was supported by (a) an account of the parallels between the law of effect and evolution by means of natural selection; (b) its ability to elucidate persistent problems in learning, e.g., continuity vs. noncontinuity, variability associated with extinction, the relationship between classical and instrumental conditioning, the controversy between behaviorist and cognitive approaches to learning; and (c) its ability to deal with a number of recent anomalies in the learning literature (instinctive drift, auto-shaping, and auto-maintenance). The interim activities are interpreted in terms of interactions among motivational systems, and this view is supported by a review of the literature on adjunctive behavior and by comparison with similar phenomena in ethology (displacement, redirection, and vacuum activities). The proposed theoretical scheme represents a shift away from hypothetical laws of learning toward an interpretation of behavioral change in terms of interaction and competition among tendencies to action according to principles evolved in phylogeny. (4 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Learning and Complex Behavior describes basic biobehavioral processes and explores their implications for complex human behavior. Basic processes (4 chapters) include natural selection, selection by reinforcement, generalization, discrimination, conditioned reinforcement, schedules of reinforcement, and associated phenomena. Complex behavior (8 chapters) includes stimulus classes (“concepts”), attending, perceiving, remembering, imagining, problem solving, and verbal behavior together with related findings from neuroscience and neuropsychology. The website complements—but does not replace—the book. If you are considering purchase of the book, select the button labeled To buy book.
Supplemental material is added to the web site from time to time to keep the book current and to address additional topics. A complete listing of supplemental material is available by selecting the button labeled Supplemental Material. Because the principles rest upon well-established experimental findings, new findings in the Supplemental Material do not alter the approach fundamentally but permit their implications to be pursued more fully. The supplementary material for a given chapter is accessible through the web page for that chapter. Republishing the original book and adding supplemental material on the web site also has a practical value: It provides an updated and expanded book at approximately one-third the cost of a revised edition by the original commercial academic publisher. For further information or purchase of the test see http://lcb-online.org/
Embora analistas do comportamento concordem que o comportamento atual seja influenciado pela história, pesquisas sobre história comportamental têm levantado várias questões polêmicas. O presente artigo analisa duas destas questões: (a) a classificação dos efeitos de história como "latentes" e (b) a possibilidade dos efeitos da história serem permanentes. Defende-se que o produto da história é um organismo modificado e não uma história armazenada. Argumenta-se que os efeitos de história são transitórios, de curta ou longa duração, em função de variáveis específicas do procedimento. O artigo aponta também implicações destas análises para a realização de futuros estudos na área.
Pigeons were exposed to two different reinforcement schedules under different stimulus conditions in each of two daily sessions separated by 6 hr (Experiments 1 and 2) or in a single session (Experiment 3). Following this, either a fixed-interval (Experiment 1) or a variable-interval schedule (Experiments 2 and 3) was effected in both stimulus conditions. In the first two experiments, exposure to fixed-ratio or differential-reinforcement-of-low-rate schedules led to response-rate, but not pattern, differences in subsequent performance on fixed- or variable-interval schedules that persisted for up to 60 sessions. The effects of reinforcement-schedule history on fixed-interval schedule performance generally were more persistent. In Experiment 3, a history of high and low response rates in different components of a multiple schedule resulted in subsequent response-rate differences under identical variable-interval schedules. Higher response rates initially occurred in the component previously correlated with high response rates. For 3 of 4 subjects, the differences persisted for 20 or more sessions. Previous demonstrations of behavioral history effects have been confined largely to between-subject comparisons. By contrast, the present results demonstrate strong behavioral effects of schedule histories under stimulus control within individual subjects.
Undergraduates responded under a variable-ratio 30 schedule in the presence of a 25-mm long line and on a differential-reinforcement-of-low-rate 6-s schedule when a 13-mm long line was present. Following this, a line-length continuum generalization test was administered under a fixed-interval 6-s schedule (Experiment 1) or extinction (Experiment 2). In both experiments, obtained generalization gradients conformed to typical postdiscrimination gradients. Responses were frequent under stimuli physically similar to the 25-mm line and infrequent under stimuli physically similar to the 13-mm line. The generalization gradients were generally asymmetric with peak response rates occurring at line lengths greater than 25 mm.
Instructions can override the influence of programmed schedules of reinforcement. Although this finding has been interpreted as a limitation of reinforcement schedule control in humans, an alternative approach considers instructional control, itself, as a phenomenon determined by subjects' reinforcement histories. This approach was supported in a series of experiments that studied instructional and schedule control when instructions either did or did not accord with the schedule of reinforcement. Experiment I demonstrated that accurate instructions control discriminative performances on multiple avoidance schedules, and that such control persists in a novel discrimination. Experiments II and III showed that elimination of instruction-following occurs when inaccurate instructions cause subjects to contact a monetary loss contingency. Experiment IV demonstrated the reinforcing properties of accurate instructions. Skinner's view of rule-governed behavior is consistent with these findings, and can be extended to account for many aspects of instructional control of human operant behavior.
A seleção por conseqüências é um modo causal encontrado unicamente em coisas vivas ou em máquinas feitas por elas. Foi primeiramente reconhecida na seleção natural, mas explica, também, a modelagem e a manutenção do comportamento do indivíduo e a evolução das culturas. Em todos esses três campos, substitui explicações baseadas nos modos causais da Mecânica Clássica. A substituição é fortemente resistida. A seleção natural é agora reconhecida, mas atrasos similares no reconhecimento do papel da seleção nos outros campos poderiam nos privar de um auxílio valioso na solução dos problemas com os quais somos confrontados.
In this brief didactic revision a few questions concerned to rule-governed behavior are discussed. It is shown that instructed behavior is less sensitive to contingencies than shaped behavior. However, contingency controlled behavior may become rule governed (self-rules). Complex motor behavior as well as those which depend upon subtle response differentiation are more easily taught by instructions but, once established, they may occur without those rules; and they may become completely under contingency control. That means that rules are useful to complement contingencies which are weak, remote, or too complex, as well as in situations of competition between opposing contingencies. However, as those contingencies become stronger (through a more efficient stimulus control or through establishing operations) they overcome rule control.
In addition to bringing together a number of the papers my coworkers and I have published on equivalence relations, I have added new material to each chapter as Introduction and Commentary.
[This book] is largely a personal story of a research program as my collaborators and I actually lived it. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
O conceito de análise funcional A prática da análise do comportamento e da terapia cognitivo-comportamental
- S B Meyer
Meyer, S. B. (2001). O conceito de análise funcional. Em M. Delitti (Org.), Sobre
Comportamento e Cognição: Vol. 2. A prática da análise do comportamento e da
terapia cognitivo-comportamental (pp. 29-34). Santo André: ESETec.
Como usar o cinema na sala de aula
- M Napolitano
Napolitano, M. (2003). Como usar o cinema na sala de aula. São Paulo: Contexto.
Regras e auto-regras no laboratório e na clínica
- S B Meyer
Meyer, S. B. (2005). Regras e auto-regras no laboratório e na clínica. Em J. Abreu-Rodrigues & M. R. Ribeiro (Orgs.), Análise do Comportamento: Pesquisa, teoria e
aplicação (pp.211-228). Porto Alegre: Artmed.
Skinner vai ao cinema
- A K C R De-Farias
- M R Ribeiro
de-Farias, A. K. C. R., & Ribeiro, M. R. (Orgs.) (2007/2014). Skinner vai ao cinema:
Volume 1. Brasília: Instituto Walden4. Retirado de http://www.walden4.com.br/li-vrosw4/pdf/iw4_skinner_vai_ao_cinema_v1_2a_ed_2014.pdf.
Compreender o Behaviorismo: Ciência, comportamento e cultura
- W M Baum
Baum, W. M. (1994/2006). Compreender o Behaviorismo: Ciência, comportamento e
cultura (M. T. A. Silva, M. A. Matos, G. Y. Tomanari, & E. Z. Tourinho, trads.). Porto
Alegre: Artmed.
The portable Thoreau. New York: The Viking. 25 INDEX BOOKS GROUPS Perpetuando impressões!
- H D Thoreau
Thoreau, H. D. (1962). The portable Thoreau. New York: The Viking.
25
INDEX BOOKS GROUPS
Perpetuando impressões!
Coerção e suas implicações
- M Sidman
Sidman, M. (1989/1995). Coerção e suas implicações (M. A. Andery & T. M. Sério,
trads.). Campinas: Livro Pleno.
Walden II: Uma sociedade do futuro (R. Moreno, trad.)
- B F Skinner
Skinner, B. F. (1948/1978). Walden II: Uma sociedade do futuro (R. Moreno, trad.).
São Paulo: EPU.
Ciência e Comportamento Humano
- B F Skinner
Skinner, B. F. (1953/2000). Ciência e Comportamento Humano (J. C. Todorov & R.
Azzi, trads.). São Paulo: Martins Fontes.
O toque do amor num universo de linhas paralelas
- H J Guilhardi
Guilhardi, H. J. (2001). O toque do amor num universo de linhas paralelas: "Gritos e
Sussurros" de Ingmar Bergman. Em H. J. Guilhardi, P. P. Queiroz & M. C. Scoz.
(Orgs.), Sobre Comportamento e Cognição: Vol. 8. Expondo a Variabilidade (pp.
143-151). Santo André: ESETec.
Efeitos de histórias de reforço, curtas e prolongadas, sobre o seguimento de regras
- L C Albuquerque
- A A Reis
- C C P Paracampo
Albuquerque, L. C., dos Reis, A. A., & Paracampo, C. C. P. (2008). Efeitos de histórias de reforço, curtas e prolongadas, sobre o seguimento de regras. Acta Comportamentalia, 16(3), 305-332.
Mortimer? Uma análise do comportamento de tirar conclusões de
- C Amorim
Amorim, C. (2001). Quem é o Sr. Mortimer? Uma análise do comportamento de tirar
conclusões de Sherlock Holmes e Watson. Em H. J. Guilhardi, P. P. Queiroz & M.
C. Scoz. (Orgs.), Sobre Comportamento e Cognição: Vol. 8. Expondo a Variabilidade (pp. 339-349). Santo André: ESETec.
Skinner vai ao cinema Brasília: Instituto Walden4
- A K C R De-Farias
- M R Ribeiro
de-Farias, A. K. C. R., & Ribeiro, M. R. (Orgs.) (2014). Skinner vai ao cinema: Volume 2. Brasília: Instituto Walden4. Retirado de http://www.walden4.com.br/livrosw4/
pdf/iw4_skinner_vai_ao_cinema_v2_1a_ed_2014.pdf.
Consequências intrínsecas e extrínsecas
- M A P A Andery
- T M A P Sério
Andery, M. A. P. A., & Sério, T. M. A. P. (2004). Consequências intrínsecas e extrínsecas. Em C. E. Costa, J. C. Luzia & H. H. N. Sant'Anna (Eds.), Primeiros Passos
em Análise do Comportamento e Cognição (Vol. 2, pp. 43-48). Santo André: ESE-Tec.
Na natureza selvagem
- J Krakauer
Krakauer, J. (1996/2008). "Na natureza selvagem" (P. M. Soares, trad.). São Paulo:
Companhia das Letras.
Skinner vai ao cinema: Volume 2. Brasília: Instituto Walden4
- A K C R De-Farias
- M R Ribeiro
de-Farias, A. K. C. R., & Ribeiro, M. R. (Orgs.) (2014). Skinner vai ao cinema: Volume 2. Brasília: Instituto Walden4. Retirado de http://www.walden4.com.br/livrosw4/
pdf/iw4_skinner_vai_ao_cinema_v2_1a_ed_2014.pdf.
Cinema e imaginário científico. História, Ciências, Saúde -Manguinhos
- B J Oliveira
Oliveira, B. J. (2006). Cinema e imaginário científico. História, Ciências, Saúde -Manguinhos, 13, 133-150.
Comportamento Verbal (M. da P. Villalobos, trad.)
- B F Skinner
Skinner, B.F. (1957/1978). Comportamento Verbal (M. da P. Villalobos, trad.). São
Paulo: Cultrix.