Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


36th Annual Convention; San Antonio, TX; 2010

Event Details

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Paper Session #90
Behavioral Development
Saturday, May 29, 2010
4:00 PM–4:50 PM
Travis A/B (Grand Hyatt)
Area: DEV
Chair: Gary D. Novak (California State University, Stanislaus)
The Learn-by-Doing Principle
Domain: Theory
HAYNE W. REESE (West Virginia University)
Abstract: “Learning-by-doing” has been a precept and a principle for thousands of years; it has had many proponents, including Plato, Thomas Hobbes, English and Spanish epigrammatists, Karl Marx and Mao Zedong, cultural anthropologists, Montessori, John B. Watson, and B. F. Skinner; and it has been advocated in many ways, including learning by doing, instruction versus discovery, direct experience versus book-learning, proof upon practice, and the practice-theory-practice dialectic. I will discuss various versions of the principle, with examples, to establish what it means; modifications of the principle such as instructed learning-by-doing and a role of reasoning; and possible explanations of its effectiveness.
Juvenile Anxiety: An Animal Model of Adolescent Fear-Conditioning Acquisition and Extinction
Domain: Experimental Analysis
CRISTINA I. VARGAS-IRWIN (Fundación Universitaria Konrad Lorenz), Fredy A. Mora Gámez (Fundación Universitaria Konrad Lorenz), Jaime Robles (Virginia Commonwealth University)
Abstract: Behavior analysis has traditionally eschewed guiding metaphors to describe behavioral development. As an alternative to these metaphorical developmental stages, it has offered the description of systematic patterns of contingencies throughout the lifespan. Nonetheless, many contingencies result in distinctly different functional relationships depending on the age of the organism: this fact has been frequently overlooked within the Experimental Analysis of Behavior, where the overwhelming majority of experiments are carried out with adult organisms. The shortcomings of this approach are illustrated with data comparing the acquisition and extinction of fear-conditioning in adolescent and adult rats. Furthermore, we explore the use of the concept of establishing operations to describe these developmental changes.



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