🔥🔥🔥 Rhetorical Analysis: Helicopter Parenting

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Rhetorical Analysis: Helicopter Parenting



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Reportedly it had some success in these goals. The air crib was a controversial invention. It was popularly mischaracterized as a cruel pen, and it was often compared to Skinner's operant conditioning chamber aka the "Skinner box". This association with laboratory animal experimentation discouraged its commercial success, though several companies attempted production. In therapist Lauren Slater repeated unfounded rumors that Skinner had used his baby daughter in some of his experiments, and that she had subsequently committed suicide.

The teaching machine was a mechanical device whose purpose was to administer a curriculum of programmed learning. The machine embodies key elements of Skinner's theory of learning and had important implications for education in general and classroom instruction in particular. In one incarnation, the machine was a box that housed a list of questions that could be viewed one at a time through a small window.

There was also a mechanism through which the learner could respond to each question. Upon delivering a correct answer, the learner would be rewarded. Skinner advocated the use of teaching machines for a broad range of students e. For example, one machine that he envisioned could teach rhythm. He wrote: [47]. A relatively simple device supplies the necessary contingencies.

The student taps a rhythmic pattern in unison with the device. The process is repeated for various speeds and patterns. In another arrangement, the student echoes rhythmic patterns sounded by the machine, though not in unison, and again the specifications for an accurate reproduction are progressively sharpened. Rhythmic patterns can also be brought under the control of a printed score. The instructional potential of the teaching machine stemmed from several factors: it provided automatic, immediate and regular reinforcement without the use of aversive control; the material presented was coherent, yet varied and novel; the pace of learning could be adjusted to suit the individual.

As a result, students were interested, attentive, and learned efficiently by producing the desired behavior, "learning by doing. Teaching machines, though perhaps rudimentary, were not rigid instruments of instruction. They could be adjusted and improved based upon the students' performance. For example, if a student made many incorrect responses, the machine could be reprogrammed to provide less advanced prompts or questions—the idea being that students acquire behaviors most efficiently if they make few errors. Multiple-choice formats were not well-suited for teaching machines because they tended to increase student mistakes, and the contingencies of reinforcement were relatively uncontrolled.

Not only useful in teaching explicit skills, machines could also promote the development of a repertoire of behaviors that Skinner called self-management. Effective self-management means attending to stimuli appropriate to a task, avoiding distractions, reducing the opportunity of reward for competing behaviors, and so on. For example, machines encourage students to pay attention before receiving a reward. Skinner contrasted this with the common classroom practice of initially capturing students' attention e. This practice fails to reinforce correct behavior and actually counters the development of self-management.

Skinner pioneered the use of teaching machines in the classroom, especially at the primary level. Today computers run software that performs similar teaching tasks, and there has been a resurgence of interest in the topic related to the development of adaptive learning systems. Although missile and TV technology existed, the size of the primitive guidance systems available rendered automatic guidance impractical. To solve this problem, Skinner initiated Project Pigeon , [50] [51] which was intended to provide a simple and effective guidance system. This system divided the nose cone of a missile into three compartments, with a pigeon placed in each. Lenses projected an image of distant objects onto a screen in front of each bird.

Thus, when the missile was launched from an aircraft within sight of an enemy ship, an image of the ship would appear on the screen. The screen was hinged, such that pecks at the image of the ship would guide the missile toward the ship. Despite an effective demonstration, the project was abandoned, and eventually more conventional solutions, such as those based on radar, became available. Skinner complained that "our problem was no one would take us seriously. Early in his career Skinner became interested in "latent speech" and experimented with a device he called the verbal summator.

Thus, as with the Rorschach blots, the device was intended to yield overt behavior that projected subconscious thoughts. Skinner's interest in projective testing was brief, but he later used observations with the summator in creating his theory of verbal behavior. The device also led other researchers to invent new tests such as the tautophone test, the auditory apperception test, and the Azzageddi [ when defined as? Along with psychology, education has also been influenced by Skinner's views, which are extensively presented in his book The Technology of Teaching , as well as reflected in Fred S. Lindsley 's Precision Teaching.

He recommended bringing students' behavior under appropriate control by providing reinforcement only in the presence of stimuli relevant to the learning task. Because he believed that human behavior can be affected by small consequences, something as simple as "the opportunity to move forward after completing one stage of an activity" can be an effective reinforcer. Skinner was convinced that, to learn, a student must engage in behavior, and not just passively receive information. Skinner believed that effective teaching must be based on positive reinforcement which is, he argued, more effective at changing and establishing behavior than punishment.

He suggested that the main thing people learn from being punished is how to avoid punishment. For example, if a child is forced to practice playing an instrument, the child comes to associate practicing with punishment and thus develops feelings of dreadfulness and wishes to avoid practicing the instrument. This view had obvious implications for the then widespread practice of rote learning and punitive discipline in education.

The use of educational activities as punishment may induce rebellious behavior such as vandalism or absence. Because teachers are primarily responsible for modifying student behavior, Skinner argued that teachers must learn effective ways of teaching. Without knowing the science underpinning teaching, teachers fall back on procedures that work poorly or not at all, such as:. Skinner is popularly known mainly for his books Walden Two and Beyond Freedom and Dignity , for which he made the cover of Time magazine.

The productivity and happiness of citizens in this community is far greater than in the outside world because the residents practice scientific social planning and use operant conditioning in raising their children. Walden Two , like Thoreau 's Walden , champions a lifestyle that does not support war, or foster competition and social strife. It encourages a lifestyle of minimal consumption, rich social relationships, personal happiness, satisfying work, and leisure. The community still exists and continues to use the Planner-Manager system and other aspects of the community described in Skinner's book, though behavior modification is not a community practice.

In Beyond Freedom and Dignity , Skinner suggests that a technology of behavior could help to make a better society. We would, however, have to accept that an autonomous agent is not the driving force of our actions. Skinner offers alternatives to punishment, and challenges his readers to use science and modern technology to construct a better society. Skinner's political writings emphasized his hopes that an effective and human science of behavioral control — a technology of human behavior — could help with problems as yet unsolved and often aggravated by advances in technology such as the atomic bomb.

Indeed, one of Skinner's goals was to prevent humanity from destroying itself. Skinner favored the use of positive reinforcement as a means of control, citing Jean-Jacques Rousseau 's novel Emile: or, On Education as an example of literature that "did not fear the power of positive reinforcement. Skinner's book, Walden Two , presents a vision of a decentralized, localized society, which applies a practical, scientific approach and behavioral expertise to deal peacefully with social problems. For example, his views led him to oppose corporal punishment in schools, and he wrote a letter to the California Senate that helped lead it to a ban on spanking. If the world is to save any part of its resources for the future, it must reduce not only consumption but the number of consumers.

Skinner described his novel as "my New Atlantis", in reference to Bacon 's utopia. When Milton's Satan falls from heaven, he ends in hell. And what does he say to reassure himself? He's going to be free, but he's going to find himself in hell. One of Skinner's experiments examined the formation of superstition in one of his favorite experimental animals, the pigeon. Skinner placed a series of hungry pigeons in a cage attached to an automatic mechanism that delivered food to the pigeon "at regular intervals with no reference whatsoever to the bird's behavior. One bird was conditioned to turn counter-clockwise about the cage, making two or three turns between reinforcements.

Another repeatedly thrust its head into one of the upper corners of the cage. A third developed a 'tossing' response, as if placing its head beneath an invisible bar and lifting it repeatedly. Two birds developed a pendulum motion of the head and body, in which the head was extended forward and swung from right to left with a sharp movement followed by a somewhat slower return. Skinner suggested that the pigeons behaved as if they were influencing the automatic mechanism with their "rituals", and that this experiment shed light on human behavior: [65]. The experiment might be said to demonstrate a sort of superstition.

The bird behaves as if there were a causal relation between its behavior and the presentation of food, although such a relation is lacking. There are many analogies in human behavior. Rituals for changing one's fortune at cards are good examples. A few accidental connections between a ritual and favorable consequences suffice to set up and maintain the behavior in spite of many unreinforced instances. The bowler who has released a ball down the alley but continues to behave as if she were controlling it by twisting and turning her arm and shoulder is another case in point. These behaviors have, of course, no real effect upon one's luck or upon a ball half way down an alley, just as in the present case the food would appear as often if the pigeon did nothing—or, more strictly speaking, did something else.

Modern behavioral psychologists have disputed Skinner's "superstition" explanation for the behaviors he recorded. Subsequent research e. Staddon and Simmelhag, , while finding similar behavior, failed to find support for Skinner's "adventitious reinforcement" explanation for it. By looking at the timing of different behaviors within the interval, Staddon and Simmelhag were able to distinguish two classes of behavior: the terminal response , which occurred in anticipation of food, and interim responses , that occurred earlier in the interfood interval and were rarely contiguous with food. Terminal responses seem to reflect classical as opposed to operant conditioning, rather than adventitious reinforcement, guided by a process like that observed in by Brown and Jenkins in their "autoshaping" procedures.

The causation of interim activities such as the schedule-induced polydipsia seen in a similar situation with rats also cannot be traced to adventitious reinforcement and its details are still obscure Staddon, American linguist Noam Chomsky published a review of Skinner's Verbal Behavior in the linguistics journal Language in Conditioned responses could not account for a child's ability to create or understand an infinite variety of novel sentences. Chomsky's review has been credited with launching the cognitive revolution in psychology and other disciplines. Skinner, who rarely responded directly to critics, never formally replied to Chomsky's critique, but endorsed Kenneth MacCorquodale 's reply.

I read half a dozen pages, saw that it missed the point of my book, and went no further. In the first place I should have had to read the review, and I found its tone distasteful. It was not really a review of my book but of what Chomsky took, erroneously, to be my position. Many academics in the s believed that Skinner's silence on the question meant Chomsky's criticism had been justified. But MacCorquodale points out that Chomsky's criticism did not focus on Skinner's Verbal Behavior , but rather attacked a confusion of ideas from behavioral psychology.

MacCorquodale also regretted Chomsky's aggressive tone. On the one hand, he argued that the studies on animal instinct proved that animal behavior is innate, and therefore Skinner was mistaken. On the other, Chomsky's opinion of the studies on learning was that one cannot draw an analogy from animal studies to human behavior—or, that research on animal instinct refutes research on animal learning. Chomsky also reviewed Skinner's Beyond Freedom and Dignity , using the same basic motives as his Verbal Behavior review.

Among Chomsky's criticisms were that Skinner's laboratory work could not be extended to humans, that when it was extended to humans it represented " scientistic " behavior attempting to emulate science but which was not scientific, that Skinner was not a scientist because he rejected the hypothetico-deductive model of theory testing, and that Skinner had no science of behavior. Skinner has been repeatedly criticized for his supposed animosity towards Sigmund Freud , psychoanalysis , and psychodynamic psychology. Some have argued, however, that Skinner shared several of Freud's assumptions, and that he was influenced by Freudian points of view in more than one field, among them the analysis of defense mechanisms , such as repression.

As understood by Skinner, ascribing dignity to individuals involves giving them credit for their actions. To say "Skinner is brilliant" means that Skinner is an originating force. If Skinner's determinist theory is right, he is merely the focus of his environment. He is not an originating force and he had no choice in saying the things he said or doing the things he did. Skinner's environment and genetics both allowed and compelled him to write his book. Similarly, the environment and genetic potentials of the advocates of freedom and dignity cause them to resist the reality that their own activities are deterministically grounded. Staddon has argued the compatibilist position ; [76] Skinner's determinism is not in any way contradictory to traditional notions of reward and punishment, as he believed.

From Wikipedia, the free encyclopedia. American psychologist and social philosopher Skinner at the Harvard Psychology Department, c. Susquehanna, Pennsylvania , U. Cambridge, Massachusetts , U. Yvonne Eve Blue. Main articles: Behaviorism and Radical behaviorism. Main article: Reinforcement. Main article: Schedules of reinforcement. Main article: Verbal Behavior. Main article: Operant conditioning chamber. Main article: Project Pigeon. This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Find sources: "B. Skinner, Walden Two , p. Skinner, from William F.

Buckley Jr, On the Firing Line , p. Skinner Foundation web site BFSkinner. The New York Times. Archived from the original on August 6, Retrieved August 30, Skinner and Behaviorism in American Culture. Bethlehem, Pennsylvania: Lehigh University Press. ISBN Walden Two. New York: Macmillan Publishers. ISBN X. The science of human behavior is used to eliminate poverty, sexual expression, government as we know it, create a lifestyle without that such as war.

Beyond Freedom and Dignity. Vintage Books. OCLC History of Behavior Analysis. Retrieved July 29, History of Psychology Archives. Archived from the original on April 4, Psychology 2nd ed. New York: Worth Publishers. About Behaviorism. Random House. The Behavior of Organisms. New York: Appleton-Century-Crofts. Schedules of Reinforcement. Skinner Foundation. Also available as a PDF. Verbal Behavior. Acton, Massachusetts: Copley Publishing Group.

June 1, Review of General Psychology. CiteSeerX S2CID In Boring, E. A History of Psychology in Autobiography. October Skinner: A Collective Tribute". Canadian Psychology. F Particulars of My Life 1st ed. New York: Knopf. Skinner: A Life. University of Minnesota. Retrieved December 16, American Humanist Association. Retrieved October 9, Horses by Skinner. Archived from the original on May 30, Retrieved September 4, The Guardian. Papers of Yvonne Skinner, ca. Harvard University Library. Archived from the original on July 3, Retrieved July 30, Conditioned Reflexes. Oxford: Oxford University Press. Animal Intelligence: Experimental Studies. New York: Macmillan.

Hillsdale, NJ: Erlbaum. Contingencies of Reinforcement. Science and Human Behavior. Bibcode : Sci Americans claim religious exemptions for vaccine mandates, Michael Kosta chats with a pioneering clitoris expert, and Tristan Harris talks about Facebook's toxic effects on society. October 4, - Richard Antoine White. September 30, - Jake Gyllenhaal. Americans are compelled to start their holiday shopping early, Roy Wood Jr. September 29, - Derecka Purnell. Trevor covers a nail-biting showdown in Congress, Roy Wood Jr. September 28, - Davido. September 27, - Neal Brennan. Trevor examines the effects of Texas's draconian anti-abortion law, Roy Wood Jr.

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