Victor Andreevich Skumin (born 30 August 1948) is a Russian and Soviet scientist, psychiatrist, philosopher and writer.
After graduating from the Kharkiv National Medical University in 1973, in 1976, he became a psychotherapist in Kiev Institute of Cardiovascular Surgery. In 1978, he described a new disease, the Skumin syndrome. He introduced a method of psychotherapy and self-improvement based on optimistic autosuggestion for psychological rehabilitation of cardiosurgical patients (1979).
From 1980 to 1990, he was professor of psychotherapy at the Kharkiv Medical Academy of Post-graduate Education. The main result of his scientific activity was the discovery of the “syndrome of the neurotic phantom of somatic disease” and a “concept of the mental constituent of a chronic somatic disease”.
From 1990 to 1994, Skumin held positions as chaired professor of psychology and pedagogy, and of physical education and Health life at the Kharkiv State Academy of Culture. In 1994, he was elected to the post of the President-founder of the World Organisation of Culture of Health (Moscow). In 1995, Skumin became the first editor-in-chief of the journal To Health via Culture. He is known for inventing a popular term “Culture of Health” (1968).
Besides psychiatry and psychology, Skumin writes on healthy lifestyle, yoga, and philosophy. He co-authored series of illustrated books and articles on Agni Yoga, Roerichism, Russian cosmism, transhumanism, and New Age. He wrote books of fiction and lyrics for several songs.
1935 – László Garai, Hungarian psychologist and scholar.
Laszlo Garai
László Garai (born 29 August 1935) is a scholar of psychology: studies theoretical psychology, social psychology and economic psychology.
Early Life
Garai was born in Budapest. He graduated in philosophy and psychology from the Faculty of Arts of Budapest University (1959).
He obtained his Candidate degree from the Hungarian Academy of Sciences with a thesis on a specifically human basic need.
He obtained his Doctor of Science degree from the Hungarian Academy of Science with a thesis on social identity and paradoxes of its psychic elaboration.
Professional Work
László Garai started his career as editor at the Encyclopaedia Department of the Hungarian academic publishing house Akadémiai Kiadó. After the defence of his thesis above on specifically basic human need, he concluded this research as a fellow of the Institute for Philosophy of the Hungarian Academy of Sciences (1964-1971). According to his hypothesis, a paradoxical need for a needfree activity is specific for humans and substantial for their other needs. The structure of the hypothesized need is isomorphic with that of the work considered as a “specifically human basic activity” and defined as that of arranging in one and the same structure ends and means. The hypothesis is based on the activity theory of Alexei Leontiev.
He won a Keldysh Scholarship (post doctoral scholarship founded by Keldysh, president of the USSR Academy of Sciences, to support joint Soviet-Hungarian academic research projects) to the Department of scientific discoveries’ psychology in the Institute for History of Natural Sciences and Technology in the Soviet Academy of Sciences (Moscow, 1969-1970)). There Garai studied simultaneous scientific discoveries (such as that of Bolyai and Lobachevsky).
In 1970, Garai founded in the Institute for Psychology of the Hungarian Academy of Sciences a research unit that became the first in Hungary research team of economic psychology and a centre of Vygotskian theoretical research. head of that department (1971-1979) and research advisor (1998-2002). He worked at the Laboratoire Européen de Psychologie Sociale (Paris, 1971, 1973 and 1977) and directed psycho-economic research supported by the National Scientific Research Foundation (1990-2005).
Garai was a member of the advisory board of the Hungarian Ministry of Finance. He is on the editorial board of the Journal of Russian and East European Psychology.
1903 – Bruno Bettelheim, Austrian-American psychologist and author (d. 1990).
People (Deaths)
1757 – David Hartley, English psychologist and philosopher (b. 1705).
Bruno Bettelheim
Bruno Bettelheim (28 August 1903 to 13 March 1990) was an Austrian-born psychologist, scholar, public intellectual and author who spent most of his academic and clinical career in the United States. An early writer on autism, Bettelheim’s work focused on the education of emotionally disturbed children, as well as Freudian psychology more generally. In the US, he later gained a position as professor at the University of Chicago and director of the Sonia Shankman Orthogenic School for Disturbed Children, and after 1973 taught at Stanford University.
Bettelheim’s ideas, which grew out of those of Sigmund Freud, theorised that children with behavioural and emotional disorders were not born that way, and could be treated through extended psychoanalytic therapy, treatment that rejected the use of psychotropic drugs and shock therapy. During the 1960s and 1970s he had an international reputation in such fields as autism, child psychiatry, and psychoanalysis.
Much of his work was discredited after his death due to fraudulent academic credentials, allegations of abusive treatment of patients under his care, accusations of plagiarism, and lack of oversight by institutions and the psychological community.
David Hartley
David Hartley FRS (baptised 21 June 1705 to 28 August 1757) was an English philosopher and founder of the Associationist school of psychology.
1910 – William James, American psychologist and philosopher (b. 1842).
William James
William James (11 January 1842 to 26 August 1910) was an American philosopher, historian, and psychologist, and the first educator to offer a psychology course in the United States. James is considered to be a leading thinker of the late nineteenth century, one of the most influential philosophers of the United States, and the “Father of American psychology”.
Along with Charles Sanders Peirce, James established the philosophical school known as pragmatism, and is also cited as one of the founders of functional psychology. A Review of General Psychology analysis, published in 2002, ranked James as the 14th most eminent psychologist of the 20th century. A survey published in American Psychologist in 1991 ranked James’s reputation in second place, after Wilhelm Wundt, who is widely regarded as the founder of experimental psychology. James also developed the philosophical perspective known as radical empiricism. James’s work has influenced philosophers and academics such as Émile Durkheim, W.E.B. Du Bois, Edmund Husserl, Bertrand Russell, Ludwig Wittgenstein, Hilary Putnam, Richard Rorty, and Marilynne Robinson.
Born into a wealthy family, James was the son of the Swedenborgian theologian Henry James Sr. and the brother of both the prominent novelist Henry James and the diarist Alice James. James trained as a physician and taught anatomy at Harvard, but never practiced medicine. Instead he pursued his interests in psychology and then philosophy. James wrote widely on many topics, including epistemology, education, metaphysics, psychology, religion, and mysticism. Among his most influential books are The Principles of Psychology, a groundbreaking text in the field of psychology; Essays in Radical Empiricism, an important text in philosophy; and The Varieties of Religious Experience, an investigation of different forms of religious experience, including theories on mind-cure.
1915 – James Tiptree Jr. (Alice Bradley Sheldon), American psychologist and science fiction author (d. 1987).
1923 – Arthur Jensen, American psychologist and academic (d. 2012).
People (Deaths)
2004 – Elisabeth Kübler-Ross, Swiss-American psychiatrist and academic (b. 1926).
James Tiptree Jr.
Alice Bradley Sheldon (born Alice Hastings Bradley; 24 August 1915 to 19 May 1987) was an American science fiction author better known as James Tiptree Jr., a pen name she used from 1967 to her death. It was not publicly known until 1977 that James Tiptree Jr. was a woman. From 1974 to 1977 she also used the pen name Raccoona Sheldon. Sheldon was inducted into the Science Fiction Hall of Fame in 2012.
She studied for her bachelor of arts degree at American University (1957-1959), going on to achieve a doctorate at George Washington University in Experimental Psychology in 1967. She wrote her doctoral dissertation on the responses of animals to novel stimuli in differing environments. During this time, she wrote and submitted a few science fiction stories under the name James Tiptree Jr., in order to protect her academic reputation.
Arthur Jensen
Arthur Robert Jensen (24 August 1923 to 22 October 2012) was an American psychologist and writer. He was a professor of educational psychology at the University of California, Berkeley. Jensen was known for his work in psychometrics and differential psychology, the study of how and why individuals differ behaviourally from one another.
He was a major proponent of the hereditarian position in the nature and nurture debate, the position that genetics play a significant role in behavioural traits, such as intelligence and personality. He was the author of over 400 scientific papers published in refereed journals and sat on the editorial boards of the scientific journals Intelligence and Personality and Individual Differences.
Jensen was controversial, largely for his conclusions regarding the causes of race-based differences in IQ. A 2019 study found him to be the most controversial intelligence researcher among 55 persons covered.
Elisabeth Kubler-Ross
Elisabeth Kübler-Ross (08 July 1926 to 24 August 2004) was a Swiss-American psychiatrist, a pioneer in near-death studies, and author of the internationally best-selling book, On Death and Dying (1969), where she first discussed her theory of the five stages of grief, also known as the “Kübler-Ross model”.
Kübler-Ross was a 2007 inductee into the National Women’s Hall of Fame, was named by Time as one of the “100 Most Important Thinkers” of the 20th century and was the recipient of nineteen honorary degrees. By July 1982, Kübler-Ross taught 125,000 students in death and dying courses in colleges, seminaries, medical schools, hospitals, and social-work institutions. In 1970, she delivered an Ingersoll Lecture at Harvard University on the theme On Death and Dying.
1974 – Roberto Assagioli, Italian psychiatrist and author (b. 1888).
1989 – R. D. Laing, Scottish psychiatrist and author (b. 1927).
2013 – William Glasser, American psychiatrist and author (b. 1925).
Roberto Assagioli
Roberto Assagioli (27 February 1888 to 23 August 1974) was an Italian psychiatrist and pioneer in the fields of humanistic and transpersonal psychology.
Assagioli founded the psychological movement known as psychosynthesis, which is still being developed today by therapists and psychologists, who practice the psychological methods and techniques he developed. His work, expounded in two books and many monographs published as pamphlets, emphasized the possibility of progressive integration, or synthesis, of the personality.
R.D. Laing
Ronald David Laing (07 October 1927 to 23 August 1989), usually cited as R.D. Laing, was a Scottish psychiatrist who wrote extensively on mental illness – in particular, the experience of psychosis.
Laing’s views on the causes and treatment of psychopathological phenomena were influenced by his study of existential philosophy and ran counter to the chemical and electroshock methods that had become psychiatric orthodoxy. Taking the expressed feelings of the individual patient or client as valid descriptions of personal experience rather than simply as symptoms of mental illness, Laing regarded schizophrenia as a theory not a fact. Though associated in the public mind with anti-psychiatry he rejected the label. Politically, he was regarded as a thinker of the New Left. Laing was portrayed by David Tennant in the 2017 film Mad to Be Normal.
William Glasser
William Glasser (11 May 1925 to 23 August 2013) was an American psychiatrist.
Glasser was the developer of W. Edwards Deming’s workplace ideas, reality therapy and choice theory. His innovations for individual counselling, work environments and school, highlight personal choice, personal responsibility and personal transformation. Glasser positioned himself in opposition to conventional mainstream psychiatrists, who focus instead on classifying psychiatric syndromes as “illnesses” and prescribe psychotropic medications to treat mental disorders.
Based on his wide-ranging and consulting clinical experience, Glasser applied his theories to broader social issues, such as education, management, and marriage, to name a few. As a public advocate, Glasser warned the general public of potential detriments caused by older generations of psychiatry, wedded to traditional diagnosing of patients as having mental illnesses (brain disorders) and prescribing medications. In his view, patients simply act out their unhappiness and lack of meaningful personal connection with important people in their life. Glasser advocated educating the general public about mental health issues; offering, post-modern frameworks for finding and following healthy therapeutic direction.
1921 – Reuven Feuerstein, Romanian-Israeli psychologist and academic (d. 2014).
People (Deaths)
2014 – Helen Bamber, English psychotherapist and academic (b. 1925).
Reuven Feuerstein
Reuven Feuerstein (21 August 1921 to 29 April 2014) was an Israeli clinical, developmental, and cognitive psychologist, known for his theory of intelligence which states “it is not ‘fixed’, but rather modifiable”. Feuerstein is recognised for his work in developing the theories and applied systems of structural cognitive modifiability, mediated learning experience, cognitive map, deficient cognitive functions, learning propensity assessment device, instrumental enrichment programmes, and shaping modifying environments. These interlocked practices provide educators with the skills and tools to systematically develop students’ cognitive functions and operations to build meta-cognition.
Feuerstein was the founder and director of the International Centre for the Enhancement of Learning Potential (ICELP) in Jerusalem, Israel. For more than 50 years, Feuerstein’s theories and applied systems have been implemented in both clinical and classroom settings internationally, with more than 80 countries applying his work. Feuerstein’s theory on the malleability of intelligence has led to more than 2,000 scientific research studies and countless case studies with various learning populations.
Helen Bamber
Helen Rae Bamber OBE, née Helen Balmuth (01 May 1925 to 21 August 2014), was a British psychotherapist and human rights activist. She worked with Holocaust survivors in Germany after the concentration camps were liberated in 1945. In 1947, she returned to Britain and continued her work, helping to establish Amnesty International and later co-founding the Medical Foundation for the Care of Victims of Torture. In 2005, she created the Helen Bamber Foundation to help survivors of human rights violations.
Throughout her life, Bamber worked with those who were the most marginalised: Holocaust survivors, asylum-seekers, refugees, victims of the conflict in Northern Ireland, trafficked men, women and children, survivors of genocide, torture, rape, female genital mutilation, British former Far East prisoners of war, former hostages and other people who suffered torture abroad. She worked in many countries including Gaza, Kosovo, Uganda, Turkey and Northern Ireland.
1913 – Roger Wolcott Sperry, American neuropsychologist and neurobiologist, Nobel Prize laureate (d. 1994).
People (Deaths)
1985 – Donald O. Hebb, Canadian psychologist and academic (b. 1904).
Roger Wolcott Sperry
Roger Wolcott Sperry (20 August 1913 to 17 April 1994) was an American neuropsychologist, neurobiologist and Nobel laureate who, together with David Hunter Hubel and Torsten Nils Wiesel, won the 1981 Nobel Prize in Physiology and Medicine for his work with split-brain research. A Review of General Psychology survey, published in 2002, ranked Sperry as the 44th most cited psychologist of the 20th century.
Education
Sperry went to Hall High School in West Hartford, Connecticut, where he was a star athlete in several sports, and did well enough academically to win a scholarship to Oberlin College. At Oberlin, he was captain of the basketball team, and he also took part in varsity baseball, football, and track. He also worked at a café on campus to help support himself. Sperry was an English major, but he took an Intro to Psychology class taught by a Professor named R.H. Stetson who had worked with William James, the father of American Psychology. This class sparked Sperry’s interest in the brain and how it can change. Stetson was disabled and had trouble getting around so Sperry would help him out by driving him to and from wherever he needed to go. This included taking Stetson to lunch with his colleagues. Sperry would just sit at the end of the table and listen to Stetson and his colleagues discuss their research and other psychological interests. This increased Sperry’s interest in Psychology even more and after he received his undergraduate degree in English from Oberlin he decided to stay and get his master’s degree in Psychology. He received his bachelor’s degree in English in 1935 and a master’s degree in psychology in 1937. He received his Ph.D. in zoology from the University of Chicago in 1941, supervised by Paul A. Weiss. Sperry then did postdoctoral research with Karl Lashley at Harvard University though most of his time was spent with Lashley at the Yerkes Primate Research Centre in Orange Park, Florida.
Career
In 1942, Sperry began work at the Yerkes Laboratories of Primate Biology, then a part of Harvard University. There he focused on experiments involving the rearranging of motor and sensory nerves. He left in 1946 to become an assistant professor, and later associate professor, at the University of Chicago. In 1949, during a routine chest x-ray, there was evidence of tuberculosis. He was sent to Saranac Lake in the Adironack Mountains in New York for treatment. It was during this time when he began writing his concepts of the mind and brain, and was first published in the American Scientist in 1952. In 1952, he became the Section Chief of Neurological Diseases and Blindness at the National Institutes of Health and finished out the year at the Marine Biology Laboratory in Coral Gables, Florida. Sperry went back to The University of Chicago in 1952 and became an Associate Professor of Psychology. He was not offered tenure at Chicago and planned to move to Bethesda, Maryland but was held up by a delay in construction at the National Institutes of Health. During this time Sperry’s friend Victor Hepburn invited him to lecture about his research at a symposium. There were professors from the California Institute of Technology in the audience of the symposium who, after listening to Sperry’s lecture, were so impressed with him they offered him a job as the Hixson Professor of Psychobiology. In 1954, he accepted the position as a professor at the California Institute of Technology (Caltech as Hixson Professor of Psychobiology) where he performed his most famous experiments with Joseph Bogen, MD and many students including Michael Gazzaniga.
Under the supervision of Paul Weiss while earning his Ph.D. at the University of Chicago, Sperry became interested in neuronal specificity and brain circuitry and began questioning the existing concepts about these two topics. He asked the simple question first asked in his Introduction to Psychology class at Oberlin: Nature or nurture? He began a series of experiments in an attempt to answer this question. Sperry crosswired the motor nerves of rats’ legs so the left nerve controlled the right leg and vice versa. He would then place the rats in a cage that had an electric grid on the bottom separated into four sections. Each leg of the rat was placed into one of the four sections of the electric grid. A shock was administered to a specific section of the grid, for example the grid where the rat’s left back leg was located would receive a shock. Every time the left paw was shocked the rat would lift his right paw and vice versa. Sperry wanted to know how long it would take the rat to realize he was lifting the wrong paw. After repeated tests Sperry found that the rats never learned to lift up the correct paw, leading him to the conclusion that some things are just hardwired and cannot be relearned. In Sperry’s words, “no adaptive functioning of the nervous system took place.” During Sperry’s postdoctoral years with Karl Lashley at Harvard and at the Yerkes Laboratories of Primate Biology in Orange Park, Florida, he continued his work on neuronal specificity that he had begun as a doctoral student and initiated a new series of studies involving salamanders. The optic nerves were sectioned and the eyes rotated 180 degrees. The question was whether vision would be normal after regeneration or would the animal forever view the world as “upside down” and right-left reversed. Should the latter prove to be the case, it would mean that the nerves were somehow “guided” back to their original sites of termination. Restoration of normal vision (i.e. “seeing” the world in a “right-side-up” orientation) would mean that the regenerating nerves had terminated in new sites, quite different from the original ones. The animals reacted as though the world was upside down and reversed from right to left. Furthermore, no amount of training could change the response. These studies, which provided strong evidence for nerve guidance by “intricate chemical codes under genetic control” (1963) culminated in Sperry’s chemoaffinity hypothesis (1951).
Sperry later served on the Board of Trustees and as Professor of Psychobiology Emeritus at California Institute of Technology. The Sperry Neuroscience Building at Oberlin College was named in his honour in 1990.
Donald O. Hebb
Donald Olding Hebb FRS (22 July 1904 to 20 August 1985) was a Canadian psychologist who was influential in the area of neuropsychology, where he sought to understand how the function of neurons contributed to psychological processes such as learning. He is best known for his theory of Hebbian learning, which he introduced in his classic 1949 work The Organisation of Behaviour. He has been described as the father of neuropsychology and neural networks. A Review of General Psychology survey, published in 2002, ranked Hebb as the 19th most cited psychologist of the 20th century. His views on learning described behaviour and thought in terms of brain function, explaining cognitive processes in terms of connections between neuron assemblies.
Heather Ashton FRCP (11 July 1929 to 15 September 2019) was a British psychopharmacologist and physician. She is best known for her clinical and research work on benzodiazepene dependence.
Biography
Chrystal Heather Champion was born in Dehradun, northern India, to Harry Champion, a British silviculturalist, and Chrystal (Parsons) Champion, a secretary. From the age of six, she attended a boarding school in Swanage, Dorset, England. When WWII began, she was evacuated to West Chester, Pennsylvania; during the crossing, her ship was attacked by a U-boat.
Ashton went on to study Medicine at Somerville College, Oxford, graduating with a First Class Honours Degree (BA) in Physiology in 1951. She earned her medical degree (DM) in 1956. She completed professional training at Middlesex Hospital. She was elected as a Fellow of the Royal College of Physicians, London, in 1975.
In 1965, Ashton joined the faculty at Newcastle University, first in the Department of Pharmacology and later in the Department of Psychiatry. From 1982 to 1994, she ran a benzodiazepine withdrawal clinic at the Royal Victoria Infirmary in Newcastle. She was on the executive committee of the North East Council on Addictions. Ashton also helped set up the British organisation Victims of Tranquillisers (VOT). She also gave evidence to British government committees on tobacco smoking, cannabis and benzodiazepines.
Ashton died on 15 September 2019 at her home in Newcastle upon Tyne, at age 90.
Research
Ashton’s developed her expertise in the effects of psychoactive drugs and the effects of substances such as nicotine and cannabis on the brain.
During the 1960s, benzodiazepines, like diazepam and temazepam, had become popular and were seen as safe and effective treatments for anxiety or insomnia. One study found that the overdose death rate among patients taking both benzodiazepines and opioids was 10 times higher than among those who only took opioids.
Ashton’s research on these drugs found that they could be used in the short term, but could lead to physical dependence over the long-term. She also recognised that this benzodiazepine withdrawal syndrome was very different from those addicted to illegal drugs. This led to her writing an important manual to help those who were trying to stop their prescribed benzodiazepine. This manual is now used all over the world. This book, Benzodiazepines: How They Work and How to Withdraw, was first published in 1999; it has become known as the Ashton Manual and has been translated into 11 languages. Ashton’s research was influential, leading to changes in prescribing practices and guidelines recommended for benzodiazepines in 2013. Her research on psychotropic drugs led to over 200 journal articles, chapters and books, including over 50 papers concerning benzodiazepines alone.
1990 – B.F. Skinner, American psychologist and philosopher, invented the Skinner box (b. 1904).
B.F. Skinner
Burrhus Frederic Skinner (20 March 1904 to 08 August 1990) was an American psychologist, behaviourist, author, inventor, and social philosopher. He was a professor of psychology at Harvard University from 1958 until his retirement in 1974.
Considering free will to be an illusion, Skinner saw human action as dependent on consequences of previous actions, a theory he would articulate as the principle of reinforcement: If the consequences to an action are bad, there is a high chance the action will not be repeated; if the consequences are good, the probability of the action being repeated becomes stronger.
Skinner developed behaviour analysis, especially the philosophy of radical behaviourism, and founded the experimental analysis of behaviour, a school of experimental research psychology. He also used operant conditioning to strengthen behaviour, considering the rate of response to be the most effective measure of response strength. To study operant conditioning, he invented the operant conditioning chamber (aka the Skinner box), and to measure rate he invented the cumulative recorder. Using these tools, he and Charles Ferster produced Skinner’s most influential experimental work, outlined in their 1957 book Schedules of Reinforcement.
Skinner was a prolific author, publishing 21 books and 180 articles. He imagined the application of his ideas to the design of a human community in his 1948 utopian novel, Walden Two, while his analysis of human behaviour culminated in his 1958 work, Verbal Behaviour.
Skinner, John B. Watson and Ivan Pavlov, are considered to be the pioneers of modern behaviourism. Accordingly, a June 2002 survey listed Skinner as the most influential psychologist of the 20th century.
Education and Later Life
Skinner attended Hamilton College in New York with the intention of becoming a writer. He wrote for the school paper, but, as an atheist, he was critical of the traditional mores of his college. After receiving his Bachelor of Arts in English literature in 1926, he attended Harvard University, where he would later research and teach. While attending Harvard, a fellow student, Fred S. Keller, convinced Skinner that he could make an experimental science of the study of behaviour. This led Skinner to invent a prototype for the Skinner box and to join Keller in the creation of other tools for small experiments.
After graduation, Skinner unsuccessfully tried to write a novel while he lived with his parents, a period that he later called the “Dark Years”. He became disillusioned with his literary skills despite encouragement from the renowned poet Robert Frost, concluding that he had little world experience and no strong personal perspective from which to write. His encounter with John B. Watson’s behaviourism led him into graduate study in psychology and to the development of his own version of behaviourism.
Skinner received a PhD from Harvard in 1931, and remained there as a researcher for some years. In 1936, he went to the University of Minnesota in Minneapolis to teach. In 1945, he moved to Indiana University, where he was chair of the psychology department from 1946 to 1947, before returning to Harvard as a tenured professor in 1948. He remained at Harvard for the rest of his life. In 1973, Skinner was one of the signers of the Humanist Manifesto II.
Contributions to Psychology
Behaviourism
Skinner referred to his approach to the study of behaviour as radical behaviourism, which originated in the early 1900s as a reaction to depth psychology and other traditional forms of psychology, which often had difficulty making predictions that could be tested experimentally. This philosophy of behavioural science assumes that behaviour is a consequence of environmental histories of reinforcement (refer to applied behaviour analysis). In his words:
The position can be stated as follows: what is felt or introspectively observed is not some nonphysical world of consciousness, mind, or mental life but the observer’s own body. This does not mean, as I shall show later, that introspection is a kind of psychological research, nor does it mean (and this is the heart of the argument) that what are felt or introspectively observed are the causes of the behavior. An organism behaves as it does because of its current structure, but most of this is out of reach of introspection. At the moment we must content ourselves, as the methodological behaviorist insists, with a person’s genetic and environment histories. What are introspectively observed are certain collateral products of those histories.… In this way we repair the major damage wrought by mentalism. When what a person does [is] attributed to what is going on inside him, investigation is brought to an end. Why explain the explanation? For twenty-five hundred years people have been preoccupied with feelings and mental life, but only recently has any interest been shown in a more precise analysis of the role of the environment. Ignorance of that role led in the first place to mental fictions, and it has been perpetuated by the explanatory practices to which they gave rise.[25]
Foundations of Skinner’s Behaviourism
Skinner’s ideas about behaviourism were largely set forth in his first book, The Behaviour of Organisms (1938). Here, he gives a systematic description of the manner in which environmental variables control behaviour. He distinguished two sorts of behaviour which are controlled in different ways:
Respondent behaviours are elicited by stimuli, and may be modified through respondent conditioning, often called classical (or pavlovian) conditioning, in which a neutral stimulus is paired with an eliciting stimulus. Such behaviours may be measured by their latency or strength.
Operant behaviours are ’emitted’, meaning that initially they are not induced by any particular stimulus. They are strengthened through operant conditioning (aka instrumental conditioning), in which the occurrence of a response yields a reinforcer. Such behaviours may be measured by their rate.
Both of these sorts of behaviour had already been studied experimentally, most notably: respondents, by Ivan Pavlov; and operants, by Edward Thorndike. Skinner’s account differed in some ways from earlier ones, and was one of the first accounts to bring them under one roof.
The idea that behaviour is strengthened or weakened by its consequences raises several questions. Among the most commonly asked are these:
Operant responses are strengthened by reinforcement, but where do they come from in the first place?
Once it is in the organism’s repertoire, how is a response directed or controlled?
How can very complex and seemingly novel behaviours be explained?
Origin of Operant Behaviour
Skinner’s answer to the first question was very much like Darwin’s answer to the question of the origin of a ‘new’ bodily structure, namely, variation and selection. Similarly, the behaviour of an individual varies from moment to moment; a variation that is followed by reinforcement is strengthened and becomes prominent in that individual’s behavioural repertoire. Shaping was Skinner’s term for the gradual modification of behaviour by the reinforcement of desired variations. Skinner believed that ‘superstitious’ behaviour can arise when a response happens to be followed by reinforcement to which it is actually unrelated. This can be seen, for example, with lucky socks that athletes wear. If they wear a pair of socks once and they win, but do not wear them for the next game and they lose, this reinforces the wearing of the lucky socks during games. The more it happens, the stronger the superstition will become.
Control of Operant Behaviour
The second question, “how is operant behaviour controlled?” arises because, to begin with, the behaviour is “emitted” without reference to any particular stimulus. Skinner answered this question by saying that a stimulus comes to control an operant if it is present when the response is reinforced and absent when it is not. For example, if lever-pressing only brings food when a light is on, a rat, or a child, will learn to press the lever only when the light is on. Skinner summarized this relationship by saying that a discriminative stimulus (e.g. light or sound) sets the occasion for the reinforcement (food) of the operant (lever-press). This three-term contingency (stimulus-response-reinforcer) is one of Skinner’s most important concepts, and sets his theory apart from theories that use only pair-wise associations.
Explaining Complex Behaviour
Most behaviour of humans cannot easily be described in terms of individual responses reinforced one by one, and Skinner devoted a great deal of effort to the problem of behavioural complexity. Some complex behaviour can be seen as a sequence of relatively simple responses, and here Skinner invoked the idea of “chaining”. Chaining is based on the fact, experimentally demonstrated, that a discriminative stimulus not only sets the occasion for subsequent behaviour, but it can also reinforce a behaviour that precedes it. That is, a discriminative stimulus is also a “conditioned reinforcer”. For example, the light that sets the occasion for lever pressing may also be used to reinforce “turning around” in the presence of a noise. This results in the sequence “noise – turn-around – light – press lever – food.” Much longer chains can be built by adding more stimuli and responses.
However, Skinner recognised that a great deal of behaviour, especially human behaviour, cannot be accounted for by gradual shaping or the construction of response sequences. Complex behaviour often appears suddenly in its final form, as when a person first finds his way to the elevator by following instructions given at the front desk. To account for such behaviour, Skinner introduced the concept of rule-governed behaviour. First, relatively simple behaviours come under the control of verbal stimuli: the child learns to “jump,” “open the book,” and so on. After a large number of responses come under such verbal control, a sequence of verbal stimuli can evoke an almost unlimited variety of complex responses.
Operant Conditioning Chamber
An operant conditioning chamber (also known as a “Skinner box”) is a laboratory apparatus used in the experimental analysis of animal behaviour. It was invented by Skinner while he was a graduate student at Harvard University. As used by Skinner, the box had a lever (for rats), or a disk in one wall (for pigeons). A press on this “manipulandum” could deliver food to the animal through an opening in the wall, and responses reinforced in this way increased in frequency. By controlling this reinforcement together with discriminative stimuli such as lights and tones, or punishments such as electric shocks, experimenters have used the operant box to study a wide variety of topics, including schedules of reinforcement, discriminative control, delayed response (“memory”), punishment, and so on. By channelling research in these directions, the operant conditioning chamber has had a huge influence on course of research in animal learning and its applications. It enabled great progress on problems that could be studied by measuring the rate, probability, or force of a simple, repeatable response. However, it discouraged the study of behavioural processes not easily conceptualized in such terms – spatial learning, in particular, which is now studied in quite different ways, for example, by the use of the water maze.
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