Rooted in behavioral theory, particularly the radical or selectivist behaviorism of B.F. Skinner (1953, 1954, 1966, 1968, 1974), the direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the designer can and sho...

The Reflexive-Intentional Model of the Subject (RIMS) connects the subject’s bipolar probabilistic behavior with its mental domain. We demonstrate that the Matching Law is a formal consequence of this tie. RIMS allows us also to deduce theoretically the main patterns of animal behavior in the experiments with two alternatives where the Matching Law reveals itself. This finding inclines us to pu...

ion Behaviorism Generality Statechart Object Sequence C2SADEL

themajor problem of the present article is to investigate relation betweenepistemological behaviorism and epistemological pluralism or relativism. can webelieve in epistemological behaviorism and set aside representationalism andthe same time we reject relativism and believe that the concept of truth playsthe key role in our understanding of the world and of the mind of agents. inthis article, ...

The goal of this chapter is to review what is known about the neural bases of cognitive development. We begin by discussing why developmental psychologists might be interested in the neural bases of behavior (with particular reference to cognitive development). Having established the value of viewing child development through the lens of the developmental neurosciences, we provide an overview o...