Essential Behaviour Analysis

• Main Author: Leslie, Julian
• Format: eBook Book
• Language: English
• Published: United Kingdom Routledge 2002; Taylor and Francis; Oxford University Press; Arnold; Taylor & Francis Group
• Edition: 1
• Series: Essential Psychology
• Subjects: analysts; applied; Behaviorism (Psychology); behavioural; classes; conditioning; lever; Multidisciplinary Psychology; operant; press; processes; Psychology; stimulus; analysts; applied; Operant Responding; Functional Assessment; Aversive Stimulus; classes; Behaviour Analysis; Stimulus Prompts; Variable Interval Schedule; Conditioned Response; Partial Reinforcement Extinction Effect; Classical Conditioning; Post-reinforcement Pause; press; Discriminative Stimulus; Stimulus Equivalence Class; Skinner Box; processes; Operant Response Class; Lever Pressing; stimulus; lever; behavioural; Behavioural Account; Behaviour Analysts; Pick B1; operant; Gaba Benzodiazepine Receptor Complex; Stimulus Equivalence; Stimulus Classes; Conditioned Reinforcer; conditioning; Operant Conditioning; Applied Behaviour Analysis; Fixed Interval Schedules
• ISBN: 9781444118742; 1444118749; 9781138151840; 034076273X; 9780340762738; 113815184X
• DOI: 10.4324/9780203784518

Since the so-called 'cognitive revolution' in psychology in the 1960s, it has often been said that 'behaviourism is dead'. This book demonstrates why this is not the case and how the behavioural approach has continued to flourish.Leslie begins by summarising the behavioural appro...

Table of Contents:

• 4.9 Extinction of classically conditioned responses -- 4.10 Intermittent reinforcement -- 4.11 Differential reinforcement schedules -- 4.12 Interim summary -- 4.13 Stimulus generalization -- 4.14 Stimulus salience -- 4.15 Discrimination training -- 4.16 Stimulus equivalence -- 4.17 Observational learning and modelling -- 4.18 Children's behaviour after observing aggressive models -- 4.19 Why does modelling occur? -- 4.20 Reinforcement of modelling -- 4.21 Summary -- Study questions for Chapter 4 -- Chapter 5 Behavioural Neuroscience -- 5.1 What is behavioural neuroscience? -- 5.2 Behaviour pharmacology -- 5.3 'Behavioural baselines': schedules of reinforcement -- 5.4 Use of operant techniques in behaviour pharmacology -- 5.5 Conditioned suppression -- 5.6 Resistance to extinction after fixed-ratio training -- 5.7 Behavioural effects of amphetamines -- 5.8 Animal models of psychiatric and neurological disorders -- 5.9 The new genetics and the use of 'transgenic animals' in behavioural studies -- 5.10 Completing the circle: effects of environmental enrichment -- 5.11 Summary -- Study question for Chapter 5 -- Chapter 6 Applied Behaviour Analysis -- 6.1 Assessing behaviour in applied settings -- 6.2 Functional assessment and functional analysis -- 6.3 Methods of functional analysis -- 6.4 Single-case experimental designs -- 6.5 Withdrawal or ABAB designs -- 6.6 Multiple baseline designs -- 6.7 Increasing adaptive behaviour in applied settings -- 6.8 Using reinforcement to decrease maladaptive behaviour -- 6.9 Establishing new behavioural repertoires: prompting, shaping and chaining -- 6.10 Ensuring generalization of newly acquired skills -- 6.11 Extinction in applied settings -- 6.12 Punishment in applied settings -- 6.13 Ethical guidelines for the use of behavioural treatment -- 6.14 Summary -- Study question for Chapter 6
• Chapter 7 Language and Cognition -- 7.1 Being parsimonious: Occam's razor and Lloyd Morgan's canon -- 7.2 Could this work? The 'case of the eye' provides inspiration from evolutionary theory -- 7.3 Concept formation and relational learning -- 7.4 Learning based on arbitrary relations -- 7.5 Verbal behaviour -- 7.6 Teaching verbal behaviour to children -- 7.7 Rule-governed behaviour -- 7.8 Thoughts and feelings -- 7.9 Cognitions -- 7.10 Summary -- 7.11 Concluding remarks -- Further reading -- References -- Possible answers to study questions -- Author index -- Subject index
• Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgements -- Chapter 1 Opening Statement -- 1.1 The message -- 1.2 Is this a credible theory of human psychology? -- 1.3 Is that all there is to it? -- 1.4 Summary -- Study questions for Chapter 1 -- Chapter 2 An Introduction to Behaviour Analysis -- 2.1 A scientific approach to behaviour -- 2.2 Early attempts to explain human behaviour -- 2.3 The conceptual framework of behaviourism -- 2.4 'Selectionism' and B.F. Skinner's account of the experimental analysis of behaviour -- 2.5 Other aspects of Skinner's approach to psychology -- 2.6 Applied behaviour analysis and functional analysis -- 2.7 Analysis of language and cognition -- 2.8 Summary -- Study questions for Chapter 2 -- Chapter 3 Basic Principles of Behaviour Analysis -- 3.1 Classical conditioning -- 3.2 Operant behaviour and operant conditioning -- 3.3 An operant conditioning experiment in a Skinner box -- 3.4 The changes in behaviour that characterize operant conditioning -- 3.5 Outcomes of operant conditioning -- 3.6 The definition of response classes -- 3.7 Response differentiation and response shaping -- 3.8 Operants and reinforcing stimuli -- 3.9 Stimulus control -- 3.10 Perceptual stimulus classes -- 3.11 Stimulus control in classical conditioning -- 3.12 The three-term relationship of operant conditioning -- 3.13 The ABC of behaviour analysis -- 3.14 Summary -- Study question for Chapter 3 -- Chapter 4 Further Principles of Behaviour Analysis -- 4.1 Alternative types of reinforcement in operant conditioning -- 4.2 Aversive contingencies -- 4.3 Aversive classical conditioning -- 4.4 Time out: the contingent removal of positive events -- 4.5 Conditioned reinforcement -- 4.6 Extinction of operant behaviour -- 4.7 Extinction-induced aggression -- 4.8 Resistance to extinction