Year: 2013
Type: article
Abstract: This article offers some personal reflections on the difficulty of teaching the behaviorist perspective in the psychology classroom. The problems focus on the inadequacy of introductory textbooks-which mischaracterize behaviorism, only present the most extreme behaviorist positions, make no mention of the neobehaviorist perspective, fail to discuss that there is no accepted criteria for determining what type of behavior is cognitive, and provide a definition of cognition that is, not only inconsistent across texts, but so broad as to overshadow the behaviorist contributions. Suggestions are provided for instructors on how to present to their students an accurate portrayal of behaviorism.
Source: Behavioral Sciences
DOI: 10.3390/bs3010055
Author: Charles Abramson
Institution: Oklahoma State University
Language: English
Subfield: General Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,654
OpenAlex ID: W2001664511