|
ERIC #:
|
ED258729
|
Full-Text:
|
No Full Text Available in ERIC
|
|
Author:
|
Jesness, Bradley
|
Publication Type:
|
Opinion Papers
|
|
Publication Date:
|
1985-00-00
|
Journal Name:
|
N/A
|
|
|
Journal Citation:
|
N/A
|
|
Abstract:
Written by a methodological behaviorist, this treatise critiques neo-Hullian, Freudian,
Eriksonian, and Piagetian theories and presents an ethological perspective on behavior
and personality development. The critique is extended to cover social learning,
cognitive-developmental, neo-Freudian, and Skinnerian theories, as well as the ideas
of Bandura. Assumptions for conducting research and allowing for interpretation and
integration of findings are specified and discussed. These assumptions include the
following ideas: (1) that fundamentally important behaviors can be seen in conflict
situations; (2) that all behavior must be viewed with the past history of the subject
in mind; (3) that important manipulative skills can be noted directly and that covert
behavior can be inferred by an observer who has been engaged in an extensive
longitudinal study; (4) that only unobtrusive observations used to interpret the
behavior of single subjects will be unbiased; (5) that all behavior is directly or
indirectly interactive with the environment, is homeostatic, or works toward homeostasis
and that all species-typical behavioral developments are adaptive; (6) that all
behaviors must be construed "within the subject's perceptual-thought system"; and
(7) that interpretation involves comparing present behaviors with similar past behaviors
and interpreting them in terms of various possible types of behaviors and in terms of
specified mechanisms of change. Any theory that fulfills these assumptions is considered
to be an ethological theory of personality development. A bibliography of suggested
readings is appended.
|
|
|
|
|
|
ERIC #:
|
ED264960
|
Full-Text:
|
No Full Text Available in ERIC
|
|
Author:
|
Jesness, Bradley
|
Publication Type:
|
Opinion Papers
|
|
Publication Date:
|
1985-00-00
|
Journal Name:
|
N/A
|
|
|
Journal Citation:
|
N/A
|
|
Abstract:
This paper examines concepts in information-processing theory which are likely to be
relevant to development and characterizes the methods and data upon which the concepts
are based. Among the concepts examined are those which have slight empirical grounds.
Other concepts examined are those which seem to have empirical bases but which are
misassessed. Included in the overview of information-processing concepts is an extensive
look at J. Anderson's ACT model of basic memory processes. Other concepts from
information-processing models which have been proposed to account for development
include Sternberg's components of cognition model and Fisher and Pipp's skill theory.
Finally, the general nature of modern methods is outlined, characterized, and contrasted
with key aspects of the ethological approach. Appendices offer commentary on statements
and concepts considered problematic in ACT, and a list of interpretive assumptions
providing for a subject-determined integration of data.
|
|
|
These papers are meant to be read together, top one listed, first. ALSO: Readers should
email the author at braloj53@hotmail.com to request some important editorial corrections.
| |