Some recurrent issues in the history of behavioral sciences

Many issues seem to have appeared, disappeared, and reappeared in the behavioral sciences during the 20th century. Salient examples discussed in the present paper are consciousness, including the concept itself and consciousness in nonhuman animals; the method of introspection; and cognition, including the interpretation of mental imagery and the role of language in thinking. One possible explanation of the apparent cycles is consistent with a suggestion by John B. Watson: Important issues are found to be intractable and are abandoned, but they recur when newer theories and methods emerge.     

Psychology,behavioral sciences,and the challenge to medical education

It is generally agreed that the health care system is in crisis despite reform efforts over the past two decades. Evidence is presented which suggests that medical education has failed successfully to integrate medically relevant behavioral science research findings into medical school curricula or train physicians in the application of behaviorally based treatment technologies. Psychologists in medical education settings have the opportunity to impact medical education and foster psychology's role in health care. If psychology fails to respond to this opportunity, we cannot then complain of the inevitable consequences.An earlier version of this paper was presented at the annual meeting of the American Association of Medical Colleges, Washington, DC, November 1993.     

Pavlov's legacy to behavioral psychology,physiology, and psychiatry: A program about Pavlov

A program about Pavlov was held at the Countway Library as part of the “Leaders in American Medicine” series on 12 March 1980. A film (Pavlov Himself) was shown; it was produced by USSR Central Television and the Soviet Academy of Science and obtained from Films for the Humanities, P.O. Box 2053, Princeton, N.J. 08540. Three distinguished scholars discussed Pavlov's influence on psychology (Professor B. F. Skinner), physiology (Professor John Pappenheimer), and psychiatry (Dr. Peter Dews).     

A behavioral perspective on college teaching

Much of the subject matter learned in college, particularly during the first two years, is taught in relatively large classes with text and lecture as the primary source of the information being learned. If students make effective and prolonged contact with these sources, they can acquire extensive verbal repertoires in many areas of knowledge. Unfortunately there are many other activities that compete for the typical student's study time. Several factors are often cited as variables that will support study behavior in competition with other activities, but the only powerful one available to the teacher is the exam grade, as it is related to the course grade. However, unless exams are clearly related to appropriate study behavior, require through and extensive coverage of the subject matter, occur frequently (preferably no less often than once a week), and are also clearly related to the course grade, even this factor will not generate prolonged and effective study behavior. Effective college teaching is essentially a form of aversive control, but if done properly the aversiveness is quite mild, and such aversive control can be responsible for the development of large and valuable intellectual repertoires.     

A framework for the unification of the behavioral sciences

The various behavioral disciplines model human behavior in distinct and incompatible ways. Yet, recent theoretical and empirical developments have created the conditions for rendering coherent the areas of overlap of the various behavioral disciplines. The analytical tools deployed in this task incorporate core principles from several behavioral disciplines. The proposed framework recognizes evolutionary theory, covering both genetic and cultural evolution, as the integrating principle of behavioral science. Moreover, if decision theory and game theory are broadened to encompass other-regarding preferences, they become capable of modeling all aspects of decision making, including those normally considered "psychological," "sociological," or "anthropological." The mind as a decision-making organ then becomes the organizing principle of psychology.     

G*Power 3: A flexible statistical power analysis program for the social,behavioral, and biomedical sciences

G*Power (Erdfelder, Faul, & Buchner, 1996) was designed as a general stand-alone power analysis program for statistical tests commonly used in social and behavioral research. G*Power 3 is a major extension of, and improvement over, the previous versions. It runs on widely used computer platforms (i.e., Windows XP, Windows Vista, and Mac OS X 10.4) and covers many different statistical tests of thet, F, and χ₂ test families. In addition, it includes power analyses forz tests and some exact tests. G*Power 3 provides improved effect size calculators and graphic options, supports both distribution-based and design-based input modes, and offers all types of power analyses in which users might be interested. Like its predecessors, G*Power 3 is free.     

A quarter century of the history of psychiatry.

This article reviews the development of the historiography of Anglo-American psychiatry over the past quarter century, while passing attention to work on the history of psychiatry in Europe. The relationship between earlier and later work is stressed, and recent trends in the field assessed.     

A history of the behavior program at the Jackson laboratory: an overview

The behavior program at the Jackson laboratory in Bar Harbor, ME, flourished from 1945 through the late 1960s and was unique in the history of comparative psychology. The canine project was conducted on ~300 dogs of five purebred breeds reared under controlled conditions and tested on a predetermined schedule. This enabled a detailed study of genetic and environmental effects and their interaction as well as a variety of other problems in midsized mammals. I provide a comprehensive, though brief, overview of the origins, development, operation, and decline of the program. Although it was begun within a genetic framework, the role of both genetic and experiential influences came to be emphasized. An important additional part of the program entailed extensive studies of inbred strains of house mice (Mus musculus) and of deer mice (Peromyscus maniculatus). The work at the Jackson Laboratory had a significant impact on various aspects of comparative psychology.     

Algorithms for randomness in the behavioral sciences: A tutorial

Simulations and experiments frequently demand the generation of random numbers that have specific distributions. This article describes which distributions should be used for. the most common problems and gives algorithms to generate the numbers. It is also shown that a commonly used permutation algorithm (Nilsson, 1978) is deficient.     

NSF programs in the behavioral and neural sciences

The National Science Foundation’s new Division of Behavioral and Neural Sciences supports basic research and related activities in psychology, ethology, anthropology, linguistics, and the neurosciences. Research equipment and facilities can be provided either through a grant supporting a research project or through a separate grant. The scientific importance and soundness of the research to be conducted, as evaluated by reviewers from the research community, are the main criteria for support. Preparation of proposals is briefly discussed, and sources of further information are noted.