From fringe to mainstream: The Garcia effect.

The rejection of research results is sometimes thought to be justified in cases of individuals embracing fringe ideas that depart significantly from prevailing orthodoxy, or in cases of individuals who lack appropriate expertise or credentials. The case of John Garcia exhibits both of these dimensions, and illustrates that such rejection can delay scientific advancements. Garcia's work decisively challenged what was the orthodoxy in psychology in the midcentury: behaviorism. Behaviorist learning theorists suffered from theory-entrenchment insofar as they failed to acknowledge Garcia's anomalous research findings that ran counter to their theoretical expectations. The case study also illustrates that theories on the margins can become embraced as a result of advancements in adjacent research fields. Studying how Garcia's work moved from fringe to mainstream results in lessons for the philosophy of science and epistemology more generally. Only when we see the mechanisms of exclusion at work can we understand how science and other knowledge production systems can inadvertently act counterproductively via gatekeeping practices that filter out unorthodox points of view.

Criticizing Danaher's Approach to Superficial State Deception.

If existing or future robots appear to have some capacity, state or property, how can we determine whether they truly have it or whether we are deceived into believing so? John Danaher addresses this question by formulating his approach to what he refers to as superficial state deception (SSD) from the perspective of his theory termed ethical behaviourism (EB), which was initially designed to determine the moral status of robots. In summary, Danaher believes that focusing on behaviour is sufficient to determine whether SSD occurs. My general claim is that Danaher's approach to SSD based on EB is implausible since it results in the impossibility of conceptualizing SSD, e.g., it does not enable determining whether or not SSD occurs in a particular case. Moreover, I show how Danaher's approach to SSD needs to be transformed to become plausible. To make my point, I (1) examine the main features of EB and distinguish its two versions by showing how Danaher revised the original EB in response to criticism; (2) discuss Danaher's approach to the problem of deception from the perspective of EB; (3) criticize that approach by showing that it requires revisions analogous to those that have already been recommended in reference to EB, and (4) propose an alternative method for determining the presence of SSD that covers diverse, plausible approaches to SSD.

Lessons from behaviorism: The problem of construct-led science.

Yarkoni makes a number of valid points in his critical analysis of psychology, but he misses an opportunity to expose the root of its problems. That root is the poor practice around the derivation of explanatory constructs. We make comment on this with an example from behaviorist history and relate this to the recent discussion of scientific understanding in the philosophy of science.

Present-state dependency in valuation of the future.

Ainslie's target article provides a map of distinct mechanisms relevant to self-control, potentially providing needed precision to the field. He also breaks new ground in characterizing the symbiotic relationship between suppression and resolve. In this commentary, I argue that one behaviorism-based feature of his framework, present-state independence, is unjustified and unnecessary for the broader claims of the theory.

Is behaviourism really dead? A scoping review to document the presence of behaviourism in current medical education.

Behaviourism is the underpinning learning theory of many teaching and assessment tools utilised to enhance the effectiveness of learning. Feedback, reinforcements, motivation, learning outcomes and objectives are a few among many which are implied by the medical teachers while teaching both basic and clinical sciences to students. The claim of behaviourism being redundant or dead is not based on realities. The behaviourist approach is and will remain the most powerful theory to be implied in educational processes for gaining successful outcomes.

Danaher's Ethical Behaviourism: An Adequate Guide to Assessing the Moral Status of a Robot?

This paper critically assesses John Danaher's 'ethical behaviourism', a theory on how the moral status of robots should be determined. The basic idea of this theory is that a robot's moral status is determined decisively on the basis of its observable behaviour. If it behaves sufficiently similar to some entity that has moral status, such as a human or an animal, then we should ascribe the same moral status to the robot as we do to this human or animal. The paper argues against ethical behaviourism by making four main points. First, it is argued that the strongest version of ethical behaviourism understands the theory as relying on inferences to the best explanation when inferring moral status. Second, as a consequence, ethical behaviourism cannot stick with merely looking at the robot's behaviour, while remaining neutral with regard to the difficult question of which property grounds moral status. Third, not only behavioural evidence ought to play a role in inferring a robot's moral status, but knowledge of the design process of the robot and of its designer's intention ought to be taken into account as well. Fourth, knowledge of a robot's ontology and how that relates to human biology often is epistemically relevant for inferring moral status as well. The paper closes with some concluding observations.

Welcoming Robots into the Moral Circle: A Defence of Ethical Behaviourism.

Can robots have significant moral status? This is an emerging topic of debate among roboticists and ethicists. This paper makes three contributions to this debate. First, it presents a theory-'ethical behaviourism'-which holds that robots can have significant moral status if they are roughly performatively equivalent to other entities that have significant moral status. This theory is then defended from seven objections. Second, taking this theoretical position onboard, it is argued that the performative threshold that robots need to cross in order to be afforded significant moral status may not be that high and that they may soon cross it (if they haven't done so already). Finally, the implications of this for our procreative duties to robots are considered, and it is argued that we may need to take seriously a duty of 'procreative beneficence' towards robots.

Beyond Neural Coding? Lessons from Perceptual Control Theory.

Pointing to similarities between challenges encountered in today's neural coding and twentieth-century behaviorism, we draw attention to lessons learned from resolving the latter. In particular, Perceptual Control Theory posits behavior as a closed-loop control process with immediate and teleological causes. With two examples, we illustrate how these ideas may also address challenges facing current neural coding paradigms.

Reevaluating the initial impact of John Broadus Watson on American psychology: The necessity of comparative parameters.

In recent decades, various studies have challenged the traditional view that John Broadus Watson's Behaviorist Manifesto prompted a psychological revolution. However, methodological hindrances underlie all these attempts to evaluate the impact of Watson's study, such as the absence of comparative parameters. This article remedies this problem by conducting a comparative citation analysis involving Watson and eight other representative psychologists of the time: J. R. Angell, H. Carr, J. M. Cattell, J. Dewey, G. S. Hall, W. James, E. L. Thorndike, and E. B. Titchener. Eight important American journals were scrutinized for the period between 1903 and 1923, a decade before and a decade after the publication of Watson's Manifesto. The results suggest that even if Watson's study cannot be taken as revolutionary, it had an impact between 1914 and 1923 that was close to Dewey's, Titchener's, and Thorndike's and higher than Angell's, Carr's, Cattell's, and Hall's, although distant from James's. Finally, some methodological implications of this study are discussed.

Psychedelics and the new behaviourism: considering the integration of third-wave behaviour therapies with psychedelic-assisted therapy.

This narrative review examines evidence related to the potential for third wave behaviour therapies to serve as adjuncts to psychedelic-assisted therapy. It identifies shared theoretical foundations for both approaches, and notes enhanced mindfulness, decentering, emotion regulation, and distress tolerance as common mechanisms of action. It also identifies potential targets for which both approaches have demonstrated therapeutic potential, including problematic substance use, self-directed and other-directed violence, and mood disorders. Based on these commonalities, there is a call for research on the potential integration of psychedelic-assisted therapy and third wave behaviour therapies including Dialectical Behaviour Therapy, Acceptance and Commitment Therapy, and Mindfulness Based Cognitive Therapy.

Coming to terms with fear.

The brain mechanisms of fear have been studied extensively using Pavlovian fear conditioning, a procedure that allows exploration of how the brain learns about and later detects and responds to threats. However, mechanisms that detect and respond to threats are not the same as those that give rise to conscious fear. This is an important distinction because symptoms based on conscious and nonconscious processes may be vulnerable to different predisposing factors and may also be treatable with different approaches in people who suffer from uncontrolled fear or anxiety. A conception of so-called fear conditioning in terms of circuits that operate nonconsciously, but that indirectly contribute to conscious fear, is proposed as way forward.

Bringing radical behaviorism to revolutionary Brazil and back: Fred Keller's Personalized System of Instruction and Cold War engineering education.

This article traces the shifting epistemic commitments of Fred S. Keller and his behaviorist colleagues during their application of Skinnerian radical behaviorism to higher education pedagogy. Building on prior work by Alexandra Rutherford and her focus on the successive adaptation of Skinnerian behaviorism during its successive applications, this study utilizes sociologist of science Karin Knorr Cetina's concept of epistemic cultures to more precisely trace the changes in the epistemic commitments of a group of radical behaviorists as they shifted their focus to applied behavioral analysis. The story revolves around a self-paced system of instruction known as the Personalized System of Instruction, or PSI, which utilized behaviorist principles to accelerate learning within the classroom. Unlike Skinner's entry into education, and his focus on educational technologies, Keller developed a mastery-based approach to instruction that utilized generalized reinforcers to cultivate higher-order learning behaviors. As it happens, the story also unfolds across a rather fantastic political terrain: PSI originated in the context of Brazilian revolutionary history, but circulated widely in the U.S. amidst Cold War concerns about an engineering manpower(sic) crisis. This study also presents us with an opportunity to test Knorr Cetina's conjecture about the possible use of a focus on epistemic cultures in addressing a classic problem in the sociology of science, namely unpacking the relationship between knowledge and its social context. Ultimately, however, this study complements another historical case study in applied behavioral analysis, where a difference in outcome helps to lay out the range of possible shifts in the epistemic commitments of radical behaviorists who entered different domains of application. The case study also has some practical implications for those creating distance learning environments today, which are briefly explored in the conclusion.

"First, I then, we ": exploring the sequence of sexual acts and safety strategies reported during a sexual encounter using a modified timeline followback method.

OBJECTIVES: Assessments of sexual safety often rely on questions about the occurrence of condom use within a designated timeline, assuming that penile-vaginal intercourse (PVI) occurred once at the conclusion of the event. An investigation of all sexual acts and safety strategies that occur during a single event may present a more nuanced picture of sexual risk. METHODS: Behaviourally, bisexual women (N=45) were recruited due to the potential diversity of their sexual behaviour and safety strategies. A modified timeline follow-back method, the SEQUENCE Calendar, was designed to capture information about the participants' most recent sexual event with a male partner, including the order of each sexual act during the sexual event. Interviews took between 1 and 3 h. These acts were compiled into narratives and the behavioural sequences were reviewed and coded. RESULTS: Participants reported an average of 7.9 (SD=4.3) sexual acts. Over a third (35.9%, N=14) of the participants who reported PVI indicated engaging in genital contact after PVI and over 15% (N=6) of these participants reporting PVI at two different time points, separated by sexual behaviour. Additional potential for infection outside of condom use and PVI was also identified. CONCLUSIONS: Sexual interactions are comprised of multiple acts that occur in a variety of permutations. Understanding the complexity of people's sexual encounters has potential to inform the ways we measure condom use and consider sexual safety.

Early ant trajectories: spatial behaviour before behaviourism.

In the beginning of the twentieth century, when Jacques Loeb's and John Watson's mechanistic view of life started to dominate animal physiology and behavioural biology, several scientists with different academic backgrounds got engaged in studying the wayfinding behaviour of ants. Largely unaffected by the scientific spirit of the time, they worked independently of each other in different countries: in Algeria, Tunisia, Spain, Switzerland and the United States of America. In the current literature on spatial cognition these early ant researchers--Victor Cornetz, Felix Santschi, Charles Turner and Rudolf Brun--are barely mentioned. Moreover, it is virtually unknown that the great neuroanatomist Santiago Ramón y Cajal had also worked on spatial orientation in ants. This general neglect is certainly due to the fact that nearly all these ant researchers were scientific loners, who did their idiosyncratic investigations outside the realm of comparative physiology, neurobiology and the behavioural sciences of the time, and published their results in French, German, and Spanish at rather inaccessible places. Even though one might argue that much of their work resulted in mainly anecdotal evidence, the conceptual approaches of these early ant researchers preempt much of the present-day discussions on spatial representation in animals.

The functional-cognitive framework as a tool for accelerating progress in cognitive neuroscience: On the benefits of bridging rather than reducing levels of analyses.

The subject matter of neuroscience research is complex, and synthesising the wealth of data from this research to better understand mental processes is challenging. A useful strategy, therefore, may be to distinguish explicitly between the causal effects of the environment on behaviour (i.e. functional analyses) and the mental processes that mediate these effects (i.e. cognitive analyses). In this article, we describe how the functional-cognitive (F-C) framework can accelerate cognitive neuroscience and also advance a functional treatment of brain activity. We first highlight that cognitive neuroscience can particularly benefit from the F-C approach by providing an alternative to the problematic practice of reducing cognitive constructs to behavioural and/or neural proxies. Next, we outline how functional (behaviour-environment) relations can serve as a bridge between cognitive and neural processes by restoring mental constructs to their original role as heuristic tools. Finally, we give some examples of how both cognitive neuroscience and traditional functional approaches can mutually benefit from the F-C framework.

Functional relations and cognitive psychology: Lessons from human performance and animal research.

We consider requirements for effective interdisciplinary communication and explore alternative interpretations of "building bridges between functional and cognitive psychology." If the bridges are intended to connect radical behaviourism and cognitive psychology, or functional contextualism and cognitive psychology, the efforts are unlikely to be successful. But if the bridges are intended to connect functional relationships and cognitive theory, no construction is needed because the bridges already exist within cognitive psychology. We use human performance and animal research to illustrate the latter point and to counter the claim that the functional approach is unique in offering a close relationship between science and practice. Effective communication will be enhanced and, indeed, may only occur if the goal of functional contextualism extends beyond just "the advancement of functional contextual cognitive and behavioral science and practice" to "the advancement of cognitive and behavioral science and practice" without restriction.

[Ivan Solomonovich Beritashvili (1885-1974)--At the Origins of Cognitive Behaviorism].

Presents scientific creativity of I. S. Beritashvili in the cultural and historical aspect. The main attention is paid to the concept of figurative psychoneural activity of vertebrates. I. S. Beritashvili experimentally showed that the image of a vital object is fixed in memory and retrieved therefrom for the satisfaction of vital biological needs. The animal's behavior in such situations is governed not by material incentives, but by their images I. S. Beritashvili was one of the first, who connected figurative psychoneural activity with the brain morphology at the level of nerve cells. Stressed is the importance of the I. S. Beritashvili's concept for the development of evolutionary ethics and bioethics. The figurative of creative psychoneural activity in animals and humans, in fact, is the forerunner of modern cognitive behaviorism.

The transnational circulation of scientific ideas: importing behavioralism in European political science (1950-1970).

This article aims to deepen our understanding of the transatlantic circulation of scientific ideas during the Cold War by looking at the importation of behavioralism in European political science. It analyses the social, institutional, and intellectual dynamics that led to the creation, in 1970, of a transnational organization that aimed to promote behavioralism in Europe: the European Consortium for Political Research (ECPR). Using qualitative material drawn from archives and interviews, the study shows that the creation of the ECPR was the joint product of academic, scientific, and political rivalries. It argues that the founding of the organization served a purpose for several agents (chiefly, academic entrepreneurs and philanthropic foundations) who pursued different strategies in different social fields in the context of the Cold War. More broadly, it suggests that the postwar development of the social sciences and the circulation of scientific ideas are best accounted for by mapping sociological interactions between scientific fields and neighboring social spheres.

[ACCEPTANCE AND COMMITMENT THERAPY (ACT): BEHAVIORISM, MINDFULNESS AND VALUES]. / Terapia de Aceptación y Compromiso (ACT): conductismo, mindfulness y valores.

Over the last decades a series of psychological treatments labeled <> have been developed. Acceptance and Commitment Therapy (ACT) is a third generation therapy that essentially seeks to promote the acceptance of private events in opposition to their modification or change, with the aim of promoting cognitive flexibility. Thus, it is intended that the subject be permitted to choose their behavior consistent with personal values. The current work aims to provide overview specific to the contextual conditions that promoted the emergence of ACT, the underlying philosophy and theory, and the particularities of the intervention model.