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Topic: Re:Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?
Posted by: Michael Lamport Commons
Date/Time: 2010/7/11 0:02:25

There is a very large literature by Skinner on what has bccome to be known as "inners"?

Read the following
Behavior and Mind: The Roots of Modern Psychology
Psychological Record, The, Spring, 1995 by Dennis J. Delprato
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?2
?Next
Rachlin bases his argument on Aristotle's distinction between efficient and final causes and the corollary that each class of cause explains different aspects of the dynamic behavior of natural things. In sharp contrast with the view of B. F. Skinner, the major contributor to behavior analysis, the author finds cognitive psychology acceptable when taken as the science of efficient causes. By this he means that cognitive and physiological psychology are addressing how organisms behave the way they do, feel the way they feel, think the way they think. Efficient causes of psychological events refer to causal connections among such underlying events as neural firings, internal reflexes, and mental representations. Rachlin's position seems to be that a science of final causes ["Why does this or that behavior, thought, or feeling come about?" (p. vii)] will always be needed because final causes address the ever-present purposiveness of events that cannot be discerned by efficient-cause analysis. As such, he differs from many earlier molar behaviorists who argued that an autonomous science of (overt) behavior-environment relationships is needed (as he does), but only until it is reduced to the more fundamental level of physiology.
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In brief, then, behavior analysis as the science of mental life relates to its major apparent competitor (cognitive and physiological psychology) as Aristotle's final causes relate to his efficient causes. Both classes of cause are needed for satisfactory explanation, and behavior analysis is the science of purpose (final causes).
Rachlin takes several routes to arrive at his goal of harmonious behavioral and cognitive-physiological psychologies. His view of mentality as nothing but abstractions derived from temporally extended public behavior-environment patterns, as opposed to covert inners known by way of amplification methodology, comes by way of thinking such as that of certain analytic behaviorists (e.g., Gilbert Ryle), the interbehavioral system of J. R. Kantor, and phenomenologists such as M. Merleau-Ponty (uncited). Along the way, he departs from dualistic psychologies as found in most cognitive theories, in cognitive-behavior therapy theories, and in Skinner's radical behaviorism with its distinction between public (overt) behavior and private (covert) behavior.


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Topic(Point at the topics to see relevant reminders)Date PostedPosted By
Do stage theories discuss when/how children learn strategies?2010/6/27 17:27:31David Moursund
     Re:Do stage theories discuss when/how children learn strategies?2010/6/27 17:28:12Michael Lamport Commons
     Re:Do stage theories discuss when/how children learn strategies?2010/6/28 17:12:58
     Re:Do stage theories discuss when/how children learn strategies?2010/6/28 17:13:40Leslie Smith
     Re:Do stage theories discuss when/how children learn strategies?2010/7/1 21:28:14Richard Meinhard
          Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/1 21:32:21Michael Lamport Commons
               Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/6 20:18:11Richard Meinhard
                    Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/6 20:19:14Michael Lamport Commons
                         Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/6 20:20:02joe becker
                              Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/6 20:21:49Michael Lamport Commons
                                   Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/6 20:24:53Michael Lamport Commons
                    Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/6 20:20:59Michael Lamport Commons
                         Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/6 20:25:53Michael Lamport Commons
                              Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 0:00:09Richard Meinhard
                                   Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 0:01:24Leslie Smith
     Re:Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 0:02:25Michael Lamport Commons
                                             Re:Re:Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 0:03:20Michael Lamport Commons
                                        Re:Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:33:28Richard Meinhard
                                             Re:Re:Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:34:33Michael Lamport Commons
                                        Observables of behavior2010/7/26 20:30:59Richard Meinhard
                                             Re:Observables of behavior2010/7/26 20:31:46annou2
                                             Re:Observables of behavior2010/7/26 20:32:34Michael Lamport Commons
                                             Re:Observables of behavior2010/7/26 20:33:38Leslie Smith
                                             Re:Observables of behavior2010/7/26 20:34:25Michael Lamport Commons
                                   Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 0:06:30
     Re:Do stage theories discuss when/how children learn strategies?2010/7/1 21:33:10Michael Lamport Commons
     Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:35:16Michael Lamport Commons
          Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:36:03
     Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:36:44Leslie Smith
     Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:37:24Michael Lamport Commons
     Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:40:55
          Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:43:27aj malerstein
               Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:44:44joe becker
                    Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:45:59Michael Lamport Commons
                         Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:46:53joe becker
                              Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:48:16Leslie Smith
     Re:Do stage theories discuss when/how children learn strategies?2010/7/11 22:42:09Michael Lamport Commons

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