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首页> 外文期刊>Journal of the history of the behavioral sciences >Bringing radical behaviorism to revolutionary Brazil and back: Fred Keller's Personalized System of Instruction and Cold War engineering education
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Bringing radical behaviorism to revolutionary Brazil and back: Fred Keller's Personalized System of Instruction and Cold War engineering education

机译：为革命性的巴西和背部带来激进的行为主义：Fred Keller的个性化教学和冷战工程教育系统

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Abstract > 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. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract XMLNS =“http://www.wiley.com/namespaces/wiley”type =“main”xml：lang =“en”> <标题类型=“main”>抽象</ title> > 本文追溯了弗雷德S. Keller及其行为者同事的移位认知承诺，在他们对高等教育教育学的应用中的应用过程中。在亚历山德拉卢瑟福的事先工作和她关注其在连续应用中的连续适应Skinnerian行为主义的焦点时，本研究利用科林Kanorr Cetina的社会学家 认知文化</ i> 更精确地追踪了一群激进行为主义者的认知承诺的变化，因为他们转移了他们的重点来应用行为分析。故事围绕着一种称为名称的教学系统，称为个性化的指导或PSI，它利用行为主义原则加速教室内的学习。与Skinner进入教育的进入教育，并专注于教育技术，Keller开发了一种基于掌握的方法，用于使用广义增强剂来培养高阶学习行为的指导。正如它所发生的那样，这个故事也展开了一个相当梦幻般的政治地形：PSI起源于巴西革命历史的背景下，但在美国广泛传播的广泛传播了对工程人力的担忧（ sic </ i> ） 危机。本研究还展示了我们有机会测试KnorR Cetina猜想关于可能使用关注在科学社会学中的经典问题中的认识性文化中可能使用，即打开知识与社会背景之间的关系。然而，最终，这项研究补充了应用行为分析中的另一个历史案例研究，其中结果的差异有助于在进入不同应用领域的激进行为者的认知承诺中阐明可能的变化范围。案例研究还对当今创建远程学习环境的人具有一些实际意义，在结论中简要探讨。 </ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-35999/'>《Journal of the history of the behavioral sciences》</a> <b style="margin: 0 2px;">|</b><span>2017年第4期</span><b style="margin: 0 2px;">|</b><span>共19页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Akera Atsushi&option=202" target="_blank" rel="nofollow">Akera Atsushi;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>Department of Science and Technology Studies Sage 5206 Rensselaer Polytechnic Institute 110 8th Street Troy NY 12180;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/3.html" title="社会科学总论">社会科学总论;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> </p> </li> <li> <span class="lefttit">入库时间</span> <span>2022-08-20 10:17:09</span> </li> </ul> </div> </div> <div class="literature cardcommon"> <div class="similarity "> <h3 class="all_title" id="enpatent66">相似文献</h3> <div class="similaritytab clearfix"> <ul> <li class="active" >外文文献</li> <li >中文文献</li> </ul> </div> <div class="similarity_details"> <ul > <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704025901524.html">Bringing radical behaviorism to revolutionary Brazil and back: Fred Keller's Personalized System of Instruction and Cold War engineering education</a> <b>[J]</b> . <span> <a 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