MALKA212 Refinement of Behavior Analytic Terms Course description

Coursework requirements from MALK 4000-401, 4000- 402 and MALKA 211 or equivalent must be approved to participate and submit coursework requirements in MALKA212.

On successful completion of the course, the student has the following learning outcomes classified as knowledge and competence:

Knowledge

The student:

¿ can identify and discuss the core concepts and processes of respondent conditioning

¿ can identify and discuss core concepts and principles in operant conditioning

¿ can describe and give examples of interactions between respondent and operant conditioning

Competence

The student:

• can present core concepts and processes of respondent and operant conditioning to the public and researchers within the behavior analytic discipline

The course will include lectures, exercises, oral presentations and discussion of reading materials. The lectures will partly be based on inter-teaching sequences using literature from the curriculum. Internet-based exercises consisting of programmed instructions will be used.

Students submit 4 written assignments, each with maximum 3 pages including references, according to the deadlines in the course schedule.

Exam content: Learning outcomes

Form of examination: Individual written examination with invigilation, 4 hours

Examine: One internal and one external examiner

Grading scale: A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade

Examination support materials

None.

Syllabus

Required readings

Catania, A. C. (1973). The concept of the operant in the analysis of behavior. Behaviorism, 1 (2), 103-116.

Catania, A. C. (2013). Learning (5th ed.). Cornwall on Hudson, N.Y.: Sloan Publishing. [Kapittel 5-19]

Cooper, J. O., Heron, T. E., & Heward, W. L. (2014). Applied behavior analysis (2nd ed.). Harlow: Pearson. [Kapittel 11-23] [Also available as eBook: https://www-dawsonera-com.ezproxy.hioa.no/abstract/9781292036397]

Dinsmoor, J. A. (2001). Stimuli inevitably generated by behavior that avoids electric shock are inherently reinforcing. Journal of the Experimental Analysis of Behavior, 75 (3), 311-333. doi:10.1901/jeab.2001.75-311[Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC1284820/]

Glenn, S. S., Ellis, J., & Greenspoon, J. (1992). On the revolutionary nature of the operant as a unit of behavioral selection. American Psychologist, 47 (11) , 1329-1336. doi:10.1037/0003-066X.47.11.1329 [Go to full text: http://psycnet.apa.org.ezproxy.hioa.no/journals/amp/47/11/1329]

Harzem, P. (1986). The language trap and the study of pattern in human action. In T. Thompson & M. D. Zeiler (Eds.), Analysis and integration of behavioral units (pp. 45-53). Hillsdale, N.J.: Lawrence Erlbaum.

Hineline, P. N. (2001). Beyond the molar-molecular distinction: We need multiscaled analyses. Journal of the Experimental Analysis of Behavior, 75 (3), 342-347. doi:10.1901/jeab.2001.75-342 [Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC1284823/]

Holth, P. (2005). Two definitions of punishment. The Behavior Analyst Today , 6 (1), 43-47. doi:10.1037/h0100049 [Go to full text: http://psycnet.apa.org.ezproxy.hioa.no/journals/bar/6/1/43]

Iversen, I. H. (1992). Skinner's early research: From reflexology to operant conditioning. American Psychologist, 47 (11) , 1318-1328. doi:10.1037/0003-066X.47.11.1318 [Go to full text: http://psycnet.apa.org.ezproxy.hioa.no/journals/amp/47/11/1318/

Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them some further refinements. Journal of Applied Behavior Analysis, 36 (3) , 407-414. doi:10.1901/jaba.2003.36-407 [Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC1284457/]

Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 37 (1), 149-155. doi:10.1901/jeab.1982.37-149 [Go to full text: http://onlinelibrary.wiley.com.ezproxy.hioa.no/doi/10.1901/jeab.1982.37-149/abstract;jsessionid=CB60F5B2B1FA0DCBEE873440A07E6803.f03t01]

Pierce, W. D. & Cheney, C. D. (2013). Behavior analysis and learning (5th ed.). New York: Psychology Press. [Kapittel 1-10] [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=1356178

Sidman, M. (1978). Remarks. Behaviorism, 6 (2), 265-268.

Sidman, M. (1979). Remarks. Behaviorism , 7 (2), 123-126.

Sidman, M. (2001). Safe periods both explain and need explaining. Journal of the Experimental Analysis of Behavior, 75 (3), 335-338. doi:10.1901/jeab.2001.75-335 [Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC1284821/]

Sidman, M. (2006). The distinction between positive and negative reinforcement: Some additional considerations. The Behavior Analyst, 29 (1), 135-139. [Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC2223177/]

Skinner, B. F. (1935). The generic nature of the concepts stimulus and response. The Journal of General Psychology, 12 , 40-65. doi:10.1080/00221309.1935.9920087

Skinner, B. F. (1972). Cumulative record: A selection papers (3rd ed.). New York: Appelton-Century-Crofts. [pp. 283-291 (Compassion and Ethics in the Care of the Retardate)]

(Literature list last updated: 2016-11-07 in the APA 6th style, lmb/Library Kjeller)