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| Sports Health and Fitness Special Interest Group: Yoga & Pilates Workout |
| Saturday, May 29, 2010 |
| 7:00 AM–7:50 AM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Chair: Kim D. Lucker (Behavior Management Consultants) |
| Presenting Authors: |
| Relax and rejuvenate with a pilates and yoga workout. This popular event is back for another year. No experience necessary. Wear comfortable clothes and come prepared to have a great time. |
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| Society for the Quantitative Analyses of Behavior |
| Saturday, May 29, 2010 |
| 7:00 AM–11:00 AM |
| Lone Star Ballroom Salon A-D (Grand Hyatt) |
| Chair: Alliston K. Reid (Wofford College) |
| ABAI thanks the Society for Quantitative Analyses of Behavior (SQAB) for sponsoring tutorials focusing on quantitative analysis. ABAI encourages its members to take advantage of the SQAB program that occurs immediately before the ABAI program. The SQAB program includes many presentations on quantitative applications in behavior science. A separate registration fee and badge are required to attend the SQAB meeting. |
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| Closed Meeting: Special Interest Group Leadership Training |
| Saturday, May 29, 2010 |
| 8:00 AM–10:00 AM |
| 007AB (CC) |
| Chair: Raymond G. Miltenberger (University of South Florida) |
| Representatives of ABAI Special Interest Groups (SIG) will participate in SIG development training and advocacy for the field. This event is closed; attendance is by invitation only. |
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| Closed Meeting: Affiliated Chapters Leadership Training: Policy Making and Chapter Management |
| Saturday, May 29, 2010 |
| 8:30 AM–11:00 AM |
| 006CD (CC) |
| Chair: Gordon Bourland (Trinity Behavioral Associates) |
| Chapter leadership trainings are great opportunities for chapter leaders to gain knowledge and expertise on issues of the utmost importance to their ABAI affiliated chapters. In January, ABAI conducted a full day training session in Chicago. Feedback was very positive. The chapter training evaluation survey indicated that 100% of respondents found the training to be valuable. As part of our commitment to the continued growth and development of affiliated chapters, ABAI is pleased to offer all affiliated chapters another leadership training opportunity to be held in San Antonio on May 29th. The San Antonio Chapter Leadership Training will build upon the positive feedback and suggestions received from previous attendees. This training is for chapter leaders only and will feature a policy making session with a coaching component. Attendees will be grouped by region and will have the opportunity to discuss strategies for policy making in their regions. A second session will address chapter management, illustrating issues for new, mid-sized, and large chapters. Although the chapter training is free for up to three representatives per chapter, registration is required. |
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| Parents and Other Caregivers: Welcome to the ABAI Convention |
| Saturday, May 29, 2010 |
| 10:00 AM–10:50 AM |
| 213A (CC) |
| Chair: Audrey Meissner (New Haven Learning Centre) |
| Parents and other caregivers of individuals with special needs are attending the ABAI convention in increasing numbers but may have questions about how to make the most of the experience. Furthermore, an event as large as the annual convention may seem overwhelming to newcomers. Parents who may be attending for the first time are encouraged to participate in this convention orientation and visit our webpage at www.PPPSIG.org. We will provide an overview of ABAI and its convention and highlight the types of events that parents will encounter. |
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| Opening Event and Society for the Advancement of Behavior Analysis Award Ceremony
Chair: William L. Heward (The Ohio State University) |
| Saturday, May 29, 2010 |
| 11:30 AM–12:50 PM |
| Ballroom A (CC) |
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| Behavior Analysis as a Biological Science |
| Abstract: My favorite components of my work in behavior analysis are rooted in biology. I use this opportunity to illustrate ways in which we can learn from the biological sciences. My research on inhibitory interactions among operant classes was inspired by analogous interactions in sensory systems. I have also been powerfully influenced by parallels between Darwinian natural selection and operant shaping, as noted by Skinner in 1953. Those parallels are relevant to the shaping of operant classes and to language evolution. Selection by consequences operates at the levels of phylogeny, ontogeny and culture. It has also entered into my service to our field, in that many of us began to think explicitly about the contingencies that enter into the survival of our behavior analytic practices. Our origins are mainly traceable to psychology and philosophy, but as we seek niches within which subsets of our discipline can thrive, we must not overlook biology. A science of behavior is necessarily part of the biological sciences. Organisms evolve based on what they can do; all of their physiological systems evolved in the service of behavior. The expanding range of our applications makes our applied science increasingly secure; we cannot say the same for our basic science. The neurosciences provide one entry, but we must look far more broadly into possible alliances with the biological sciences. |
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| A. CHARLES CATANIA (University of Maryland, Baltimore County) |
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 A. Charles Catania is Professor Emeritus at UMBC, where he co-founded its MA track in Applied Behavior Analysis. He is Past-President of ABAI and of Division 25 of the American Psychological Association and has served as Editor of the Journal of the Experimental Analysis of Behavior. He had the great good fortune to start his career in Fall 1954 in Fred Keller’s introductory psychology course, which included a weekly rat lab, and later to serve as TA in Nat Schoenfeld’s Experimental Psychology sequence. He earned his Ph.D. at Harvard, where he then conducted postdoctoral research in Skinner’s pigeon laboratory. Catania continued working with rats and pigeons and other organisms over subsequent decades, during which he became increasingly impressed by striking parallels between biological accounts of evolution in terms of Darwinian natural selection and behavior analytic accounts of operant behavior in terms of the selection of behavior by its consequences. He sees the methods and concepts of the biological sciences as having much to offer to our field and has argued that the science of behavior might best be regarded as a component of the biological sciences. The lesson that the study of nonhuman behavior is essential to our understanding of verbal behavior also came from Columbia, where in Spring 1957 Catania took a seminar on verbal behavior jointly taught by Fred Keller, Nat Schoenfeld and Ralph Hefferline. The course began by covering Skinner's William James lectures and then, when Skinner's Verbal Behavior was published midway into the semester, by comparing the older and newer versions. Though virtually all of Catania’s early experimental work was devoted to nonhuman learning, the concentration on behavior without words was critical; a pigeon’s behavior is hard to understand precisely because it doesn't involve words. Behavior without words reveals what is special about human verbal behavior, which is necessarily built upon a nonverbal foundation. Catania’s earlier work on learning without words was highly appropriate preparation for teaching courses on verbal behavior, because it made some special features of verbal behavior stand out clearly. One function of his textbook, Learning, is to integrate the topics of nonverbal and verbal behavior, which have too often been given separate treatments. |
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| Award for International Dissemination of Behavior Analysis |
| Abstract: Behavior analysis has a great deal to contribute to the world community, and its progress is some areas is stunning. For it to assume its rightful role in the mainstream of behavioral science, behavior analysis needs to be more fearless, self-critical, accessible, and fun. By fearless I mean that there should be no place off limits; every issue and every problem is open for behavior analytic exploration. By self-critical I mean that interpretation will not be accepted as a permanent substitute for data, and there needs to be more flexibility in methods and ideas, constantly reviewing whether we are yet where we need to be empirically and conceptually. By accessible I mean that we need to abandon the silly idea that the world needs to talk like behavioral scientists to benefit from behavioral science, and we need to get comfortable with multiple language systems for different purposes. By fun I mean that we need to create a culture that is lighter and more open so as to allow nonbehaviorists in to play with us without demanding that they first confess their mentalistic sins or feel shame over the inadequacy of their beliefs.
The dissemination of acceptance and commitment therapy and relational frame
theory worldwide reflects the usefulness
of these attributes. |
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| STEVEN C. HAYES (University of Nevada, Reno) |
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 Steven C. Hayes is Nevada Foundation Professor at the Department of Psychology at the University of Nevada. An author of 32 books and over 400 scientific articles, his career has focused on an analysis of the nature of human language and cognition and the application of this to the understanding and alleviation of human suffering. Dr. Hayes has been President of Division 25 of the APA, of the American Association of Applied and Preventive Psychology and of the Association for Behavioral and Cognitive Therapy. He was the first Secretary-Treasurer of the Association for Psychological Science, which he helped form and has served a 5 year term on the National Advisory Council for Drug Abuse in the National Institutes of Health. In 1992 he was listed by the Institute for Scientific Information as the 30th "highest impact" psychologist in the world. His work has been recognized by the Exemplary Contributions to Basic Behavioral Research and Its Applications from Division 25 of APA, the Impact of Science on Application award from the Society for the Advancement of Behavior Analysis, and the Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapy. |
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| Award for Impact of Science on Application |
| Abstract: Among the earliest translations of findings from the behavior laboratory to improve the human condition was the effort more than 50 years ago to define “a technology of teaching.” This technology was multi-faceted, encompassing the general area of programmed instruction, teaching machines, the personalized system of instruction, and other systematic teaching approaches. These efforts established goals and directions for further technological development by behavior analysts interested in teaching. I will suggest, however, that pursuit of those goals and directions went off course during “the cognitive revolution.” While efforts to develop a technology of teaching continue in certain sites, I think it is beyond dispute that behavior analytic influence in teaching practice is much less than it could and should be. This situation is due to many social and logistical challenges. I will suggest, however, that one way to mitigate these challenges will be offering technological solutions that produce learning outcomes that are unarguably superior to other approaches. To that end, I will discuss how behavior analysts can collaborate with scientists and engineers from other disciplines to realize a technology of teaching that is true to the vision of Skinner, Keller, Sidman, and the many behavior analysts inspired by them. |
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| WILLIAM J. MCILVANE (University of Massachusetts Medical School) |
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 Dr. McIlvane is Professor of Psychiatry and Pediatrics at the University of Massachusetts Medical School and Director of the UMMS Shriver Center and the UMMS Intellectual and Developmental Disabilities Research Center. Dr. McIlvane directs a multi-focus program that addresses a number of scientific problems relevant to understanding and ameliorating behavior deficits of persons with neurodevelopmental disabilities. One focus is development of procedures to encourage progressively more rapid learning of behaviors involved in symbolic communication. Another is to adapt behavioral neuroscience methods – including animal modeling – to further understanding of brain processes involved in symbolic behavior. A third focus is to develop valid nonverbal neuropsychological testing methods for use with individuals and populations that do not understand verbal instructions. In addition, Dr. McIlvane's program has a strong research-to-practice emphasis. Methods translated from laboratory research are being used to teach practical skills in regular and special education classrooms in both the United States and in Brasil. His presentation will discuss translational behavior analysis as both a concept and an objective. In particular, he will discuss possibilities for more fully realizing the expansive visions of Skinner, Keller, Sidman, and others concerning the development and dissemination of a true technology of teaching. |
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| Award for Effective Presentation of Behavior Analysis in the Mass Media |
| Abstract: Psychology’s contribution to society includes elaborating the scientific underpinnings of human functioning and translating that knowledge in ways that improve everyday life. Behavior analysis plays a very special role. For decades now, gains from applied behavior analysis have been evident in multiple settings (e.g., the home, schools, community, business, the military, hospitals, and rehabilitation facilities), with impact on broad goals of society (e.g., education, mental and physical health, safety), and with populations too numerous to list. These advances underscore a key challenge, namely, to integrate our work better into mainstream psychology and public life. Behavior analysis is more relevant than ever. Advances in many areas (e.g., climate change, epigenetics, neuroscience) underscore the importance of behavior change and its impact (e.g., on the environment, gene expression, overcoming trauma). There are historical reasons for isolation within psychology and perhaps current ones as well, but isolation has deleterious consequences for all parties, especially the public. Increased attention is needed to identify novel ways to integrate behavior analysis into public life and into psychology and perhaps to be influenced by that integration as well. |
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| ALAN E. KAZDIN (Yale Parenting Center and Child Conduct Clinic) |
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 Alan E. Kazdin. Ph.D. is the John M. Musser Professor of Psychology and Child Psychiatry at Yale University and Director of the Yale Parenting Center and Child Conduct Clinic, an outpatient treatment service for children and families. He received his Ph.D. in Clinical Psychology from Northwestern University. Before coming to Yale, he was on the faculty of The Pennsylvania State University and the University of Pittsburgh School of Medicine. At Yale, he has been Chairman of the Psychology Department, Director of the Yale Child Study Center at the School of Medicine, and Director of Child Psychiatric Services, Yale-New Haven Hospital. Kazdin is a licensed clinical psychologist, a Diplomate of the American Board of Professional Psychology (ABPP), and a Fellow of the Association for the Advancement of Science, the American Psychological Association (APA), and the Association for Psychological Science. His honors include Research Scientist Career and MERIT Awards from the National Institute of Mental Health, Outstanding Research Contribution by an Individual (Association for Behavioral and Cognitive Therapies), the Award for Outstanding Lifetime Contributions to Psychology (American Psychological Association), and the James McKeen Cattell Award (Association for Psychological Science). In 2008, he was President of the American Psychological Association. Currently, he teaches and supervises graduate and undergraduate students and runs a clinical-research program for children and families. His work focuses on child-rearing practices and the treatment of oppositional, aggressive, and antisocial behavior among children and adolescents. He has authored or edited over 650 articles, chapters, and books. His 45 books focus on child and adolescent psychotherapy, parenting, aggressive and antisocial behavior, and methodology and research design. |
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| SQAB Tutorial: Dynamics of Response: Uninterrupted Measurement of the Behavior Stream |
| Saturday, May 29, 2010 |
| 1:00 PM–1:50 PM |
| 007CD (CC) |
| Area: EAB/BPH; Domain: Experimental Analysis |
| Presenting Authors: : STEPHEN FOWLER (University of Kansas) |
| Abstract: This tutorial will show 1) how the behavior analytic reach of operant conditioning methods can be increased by examining force, duration, and time integral of force (effort) of individual operant responses and 2) will describe a non-video method (i.e., force-plate actometer as the floor of an operant chamber) for tracking and otherwise quantifying behaviors that occur during interresponse times. Measurement of operant response force, duration and effort introduces new levels of complexity and apparatus considerations that are not present when responses are treated as intermittent, dimensionless events. These issues will be addressed in the context of selected behavioral pharmacology experiments with emphasis on drugs that affect brain dopamine systems. Tracking and measuring drug-induced behaviors with a force-plate as the floor of an operant chamber will be illustrated in two different paradigms: 1) rats self-administering cocaine and 2) rats performing on a 72-s differential reinforcement of low rate schedule of reinforcement under baseline and amphetamine-treatment conditions. Recent pertinent work conducted between the writing of this abstract and the convening of the annual meeting may also be described. |
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| STEPHEN FOWLER (University of Kansas) |
 In 1966, Stephen C. Fowler received his BS in Mathematics and Physics (undeclared major in Psychology) from the University of Alabama (Tuscaloosa). That same year he joined the laboratory of Joseph Notterman at Princeton University and earned a doctorate in Experimental Psychology in 1970. Notterman received his Ph.D. from Columbia and worked closely with both Keller and Schoenfeld. Notterman and collaborator Don Mintz are remembered for their pioneering work on the force, duration, and time integral of force (effort) of operant responses as complementary to the response rate variable. In 1973, Dr. Fowler joined the Psychology Department at the University of Mississippi. While there, he built his laboratory, served a 3.5-yr term as department chair, and received several awards, including being named an “F.A.P. Barnard Distinguished Professor.” He moved to the University of Kansas in 1994 to accept appointments in Human Development and the Life Span Institute. Since 2002, his home academic department has been Pharmacology and Toxicology (where “molecular” is not a metaphor). Fowler has spent much of his research time developing the use of force measurements in biobehavioral research, especially in behavioral pharmacology and behavioral neuroscience. Dr. Fowler has authored/coauthored, with dozens of collaborators, over 120 refereed publications, and has enjoyed nearly continuous NIH research support (his current NIMH grant is in its 21st consecutive year). |
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| SQAB Tutorial: Environment, Behavior and Pollution: Quantifying Risk |
| Saturday, May 29, 2010 |
| 2:00 PM–2:50 PM |
| 007CD (CC) |
| Area: BPH/CSE; Domain: Experimental Analysis |
| Presenting Authors: : ROBERT C. MACPHAIL (U.S. EPA Neurotoxicology) |
| Abstract: This tutorial will describe past and current studies on behavior in the field of environmental toxicology, an area of inquiry that has a remarkably longer history than generally recognized. Toxicology bears much in common with pharmacology in that both fields investigate the effects of chemicals on living organisms, organs or tissues. Whereas pharmacology most often focuses on therapeutic or abused agents, environmental toxicology deals with a broader array of chemicals including atmospheric pollutants, water contaminants, pesticides, metals and a range of naturally occurring toxins. Numerous poisoning episodes have highlighted the diverse behavioral impacts of exposure to toxic chemicals. Given the limitations of epidemiological research, laboratory studies are needed for linking exposure (i.e., dose) and effect unequivocally. A much more challenging issue is using these data to then estimate the risk of an adverse (toxic) effect. This requires a focus on the variability in response to chemical exposure. Examples will be provided of both traditional approaches for estimating risk, and some newer approaches that specifically incorporate variability in response. The implications for understanding the effects of environmental pollutants on the health of humans (and other animals) will be explored. |
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| ROBERT C. MACPHAIL (U.S. EPA Neurotoxicology) |
 Bob MacPhail received his Ph.D. in 1973 from the University of Maryland where he investigated the effects of drugs on schedule-controlled operant behavior with Professor L.R. Gollub. He then received post-doctoral training in behavioral neuropharmacology at the University of Chicago with Professor L.S. Seiden. Dr. MacPhail was next recruited to develop a research program in neurotoxicology for the U.S. Environmental Protection Agency. He served for 20 years as head of behavioral toxicology in the EPA’s neurotoxicology research division, and then as division science advisor for 4 years before returning full-time to the laboratory. He was elected President of the Behavioral Toxicology Society, and President of the Neurotoxicology Specialty Section in the Society of Toxicology. He holds adjunct faculty appointments in Psychology and Neurobiology at the University of North Carolina in Chapel Hill, and in Physiology and Pharmacology at Wake Forest University. His has served as an advisor to the National Academy of Sciences, World Health Organization, Organization for Economic Cooperation and Development, National Institutes of Health and the Department of Defense. He has over 100 published research papers, conference presentations and book chapters. His current interests include animal models of aging-related susceptibility, population-level risk assessment, and chemical screening in larval zebrafish. |
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| SQAB Tutorial: What "Reinforcers" Do to Behavior, II: Signposts to the Future |
| Saturday, May 29, 2010 |
| 3:00 PM–3:50 PM |
| 007CD (CC) |
| Area: EAB; Domain: Experimental Analysis |
| Presenting Authors: : MICHAEL C. DAVISON (University of Auckland) |
| Abstract: Over the last few years, it has become increasingly evident that the process of reinforcement may well have been misnamed and misunderstood. Events like contingent food for a hungry animal do not simply increase or maintain the probability of responses that they follow, they don't strengthen behavior. Rather, they may act as signposts to future events, guiding behavior through the learned physical and temporal maze of life. This signposting is not to be seen as additional to these events as reinforcers; Signposting is the reinforcement effect. This realization puts reinforcement right back into the purview of stimulus control. Events that we usually consider "reinforcers", on the other hand, have more or less value to the organism-so, signposting is additional to value. Thus, the next step is to ask whether organismically-valuable stimuli have any special properties when they signal future events. I will briefly discuss some research that starts the process of experimentally investigating what food delivery can, and cannot, signal in the time following such an event. I will try to reorganize some of what we think we know in these terms, and to suggest how this approach may provide a new understanding of behavior-analytic practice. |
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| MICHAEL C. DAVISON (University of Auckland) |
 Michael was raised in the UK and completed his BSc (Hons) in Psychology at Bristol University. He then came to New Zealand on a Commonwealth Scholarship and completed his PhD (on punishment) at Otago University, and stayed there for a year as a lecturer. He then spent a year as lecturer at University College London before returning to New Zealand and taking a lectureship at Auckland University, where he has remained, moving up through the ranks to full professor in 1987. He was given a DSc for research in 1982, was elected a Fellow of the Royal Society of New Zealand in 1987, and received a Silver Medal for research from the Royal Society of New Zealand in 2001. He has been Associate Editor of the Journal of the Experimental Analysis of Behavior, and has served many terms on the editorial board of that journal. He currently holds appointments as a Research Associate at The Liggins Institute, and in the National Research Centre for Growth and Development. His interests are in the quantitative analysis of choice, both from a theoretical perspective and, more recently, as applied to developmental influences on learning. |
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| SQAB Tutorial: The Behavior Analyst Certification Board and the Behavior Analyst Profession |
| Saturday, May 29, 2010 |
| 4:00 PM–4:50 PM |
| 007CD (CC) |
| Area: CBM/CSE; Domain: Experimental Analysis |
| Presenting Authors: : GERALD L. SHOOK (Behavior Analyst Certification Board) |
| Abstract: The tutorial will explore the development of the Behavior
Analyst Certification Board (BACB) including the growth of the BACB since its inception a decade ago; the process used by the BACB to develop degree, coursework, and supervised experience requirements to qualify for the examinations; the development of the examination content and construction of the examinations; the spread of certification to countries outside of the United States; and future development of BACB behavior analyst credentialing. The presentation will examine the role BACB certification has within the larger context of the behavior analytic field and the contributions that the BACB has made to the growth and development of the field. The tutorial will focus on how Behavior Analyst Certification Board certifications can help individuals have fulfilling careers as professional behavior analysts and will provide examples of career paths that are available for behavior analysts with Board Certified Behavior Analyst and
Board Certified Assistant Behavior Analyst certifications. |
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| GERALD L. SHOOK (Behavior Analyst Certification Board) |
 Dr. Gerald L. Shook is the Founder and Chief Executive Officer of the Behavior Analyst Certification Board and Principal of Shook & Associates. The most important professional development in the field of behavior analysis has been the creation of an international certification program, and the person most responsible for this achievement is Jerry Shook. During the 1980s, he spearheaded the certification of behavior analysts in the state of Florida. He then fostered adoption of the Florida model in state after state and subsequently established this model as the blueprint for an international program. As the only formal program of credentialing in behavior analysis, it has had profound effects on both service delivery and university training throughout the world. In many ways, the program has created the profession of "applied behavior analysis." |
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| Presidential Scholar's Address: Why People Believe Weird Things |
| Saturday, May 29, 2010 |
| 5:00 PM–5:50 PM |
| Ballroom A (CC) |
| Domain: Theory |
| Chair: Raymond G. Miltenberger (University of South Florida) |
| Presenting Authors: : MICHAEL SHERMER (Skeptics Society) |
| Abstract: IN THIS AGE OF SUPPOSED SCIENTIFIC ENLIGHTENMENT, many people still believe in mind reading, past-life regression theory, New Age hokum, and alien abduction. A no-holds-barred assault on popular superstitions and prejudices, with more than 80,000 copies in print, Why People Believe Weird Things debunks these nonsensical claims and explores the very human reasons people find otherworldly phenomena, conspiracy theories, and cults so appealing. In an entirely new chapter, “Why Smart People Believe in Weird Things,” Michael Shermer takes on science luminaries like physicist Frank Tippler and others, who hide their spiritual beliefs behind the trappings of science. Shermer, science historian and true crusader, also reveals the more dangerous side of such illogical thinking, including Holocaust denial, the recovered-memory movement, the satanic ritual abuse scare, and other modern crazes. Why People Believe Weird Things is an eye-opening resource for the most gullible among us and those who want to protect them. |
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| MICHAEL SHERMER (Skeptics Society) |
 Dr. Michael Shermer is the Founding Publisher of Skeptic magazine, the Executive Director of the Skeptics Society, a monthly columnist for Scientific American, the host of the Skeptics Distinguished Science Lecture Series at Caltech, and Adjunct Professor of Economics at Claremont Graduate University. Dr. Shermer’s latest book is The Mind of the Market, on evolutionary economics. His last book was Why Darwin Matters: Evolution and the Case Against Intelligent Design, and he is the author of Science Friction: Where the Known Meets the Unknown, about how the mind works and how thinking goes wrong. His book The Science of Good and Evil: Why People Cheat, Gossip, Share Care, and Follow the Golden Rule, is on the evolutionary origins of morality and how to be good without God. He wrote a biography, In Darwin’s Shadow, about the life and science of the co-discoverer of natural selection, Alfred Russel Wallace. He also wrote The Borderlands of Science, about the fuzzy land between science and pseudoscience, and Denying History, on Holocaust denial and other forms of pseudohistory. His book How We Believe: Science, Skepticism, and the Search for God, presents his theory on the origins of religion and why people believe in God. He is also the author of Why People Believe Weird Things on pseudoscience, superstitions, and other confusions of our time. Dr. Shermer received his B.A. in psychology from Pepperdine University, M.A. in experimental psychology from California State University, Fullerton, and his Ph.D. in the history of science from Claremont Graduate University (1991). He was a college professor for 20 years (1979–1998), teaching psychology, evolution, and the history of science at Occidental College (1989–1998), California State University Los Angeles, and Glendale College. Since his creation of the Skeptics Society, Skeptic magazine, and the Skeptics Distinguished Science Lecture Series at Caltech, he has appeared on such shows as The Colbert Report, 20/20, Dateline, Charlie Rose, Larry King Live, Tom Snyder, Donahue, Oprah, Lezza, Unsolved Mysteries (but, proudly, never Jerry Springer!), and other shows as a skeptic of weird and extraordinary claims, as well as interviews in countless documentaries aired on PBS, A&E, Discovery, The History Channel, The Science Channel, and The Learning Channel. Shermer was the co-host and co-producer of the 13-hour Family Channel television series, Exploring the Unknown. |
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| Edmund Fantino: Celebrating a Life in Science |
| Saturday, May 29, 2010 |
| 7:30 PM–8:30 PM |
| 202AB (CC) |
| Domain: Theory |
| Chair: Timothy D. Hackenberg (Reed College) |
| Panelists: STEVEN R. HURSH (Institutes of Behavior Resources), PETER KILLEEN (Arizona State University), HOWARD RACHLIN (Stony Brook University), ALAN SILBERBERG (American University), JOHN WIXTED (University of California, San Diego) |
| Abstract: Friends and colleagues of Edmund Fantino are invited to gather together. |
| STEVEN R. HURSH (Institutes of Behavior Resources) |
| PETER KILLEEN (Arizona State University) |
| HOWARD RACHLIN (Stony Brook University) |
| ALAN SILBERBERG (American University) |
| JOHN WIXTED (University of California, San Diego) |
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