A Systems Approach to Behavior III: Organismic Pace and Complexity in Time-Space Fields

Ray, Roger D.; Upson, James D.; Henderson, Beverley

doi:10.1007/bf03394490

Cited by 9 publications

(12 citation statements)

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“…Ray, Upson & Henderson, 1977). A interação resultante entre mudanças ambientais e mudanças momento-a-momento em um fluxo comportamental é identificada como o comportamento da Pessoa P. 4 As ações que recorrem em linhagens operantes mudam ao longo do tempo à medida que as contingências de seleção se desenvolvem e mudam.…”

Section: O Princípio Da Seleção Operanteunclassified

Comportamento Individual, Cultura E Mudança Social

Glenn¹

2016

REBAC

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RESUMOO princípio da seleção operante é examinado como um modelo para a seleção cultural e o papel do ambiente social é sugerido como o elemento crítico na emergência de fenômenos culturais. Contingências operantes são comparadas com contingências de seleção cultural, denominadas metacontingências. Esses dois tipos de relações de contingência resultam em linhagens de recorrências que evoluem e que podem tornar-se cada vez mais complexas em termos do número e da organização de seus elementos. Além do papel nas contingências comportamentais entrelaçadas recorrentes que constituem a organização cultural, o comportamento operante desempenha outro papel nas culturas. Apesar dos operantes dos indivíduos serem funcionalmente independentes uns dos outros, o comportamento de cada pessoa pode contribuir para um efeito cumulativo relevante para o bem-estar de muitas pessoas. Similarmente, os produtos de metacontingências também podem contribuir para um efeito cumulativo. A relação entre linhagens operantes que evoluem independentemente, ou entre linhagens culturais que evoluem independentemente, e seu efeito cumulativo, é identificada como uma macrocontingência. Macrocontingências não envolvem seleção cultural per se. Uma engenharia cultural efetiva requer a identificação de macrocontingências que produzem efeitos indesejáveis e a alteração de contingências operantes ou metacontingências relevantes de modo a produzir mudanças nos efeitos cumulativos.Palavras-chave: contingências operantes, macrocontingências, metacontingências, seleção cultural, seleção operante. ABSTRACTThe principle of operant selection is examined as a prototype of cultural selection, and the role of the social environment is suggested as the critical element in the emergence of cultural phenomena. Operant contingencies are compared to cultural selection contingencies, designated as metacontingencies. Both of these types of contingency relations result in evolving lineages of recurrences that can become increasingly complex in the number and organization of their elements. In addition to its role in the recurring interlocking behavioral contingencies that constitute cultural organization, operant behavior plays another role in cultures. Although the operants of individuals are functionally independent of one another, the behavior of each person may contribute to a cumulative effect that is relevant to the wellbeing of many people. Similarly, the outcomes of metacontingencies may also contribute to a cumulative effect. The relation between independently evolving operant lineages, or between independently evolving cultural lineages, and their cumulative effect is identified as a macrocontingency. Macrocontingencies do not involve cultural-level selection per se. Effective cultural engineering requires identifying the macrocontingencies that produce less than desirable effects and altering the relevant operant contingencies or metacontingencies to produce change in the cumulative effects.

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Section: O Princípio Da Seleção Operanteunclassified

Comportamento Individual, Cultura E Mudança Social

Glenn¹

2016

REBAC

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“…Using these criteria, we have barely begun to truly develop what qualifies as a "library," but we do have enough illustrations to demonstrate most features that such a library will eventually incorporate. The modules described above, including the working prototypes of the AI engine and the AKG components, in addition to the animated graphic simulation of operant conditioning (see Ray, in press), are working applications of a 20-year research program on behavioral systems analysis (Ray, 1972;Ray & Brown, 1975, 1976Ray & Delprato, 1989;Ray, Upson, & Henderson, 1977;Upson & Ray, 1984).…”

Section: Hypermedia Resource Library 187mentioning

confidence: 99%

BehSys Anal: An artificially intelligent hypermedia resource library for descriptive behavioral research

Ray

Mitchell

1992

Behavior Research Methods, Instruments, & Computers

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The advancement of computer technologies, particularly the development of hypertext and interactive video, has presented to the academic community a new and effective tool for teaching and learning. An application of these technologies led to the concept of a hypermedia resource library-a set of integrated interactive computer modules that allow the user to browse and study topically specific content in a unique way. Such modules electronically present textual, graphic, and realtime video materials that instruct and quiz the user, offer a means for computer-based laboratory experimentation and data analysis, and provide statistical evaluation of the user's progress. This paper will focus on the technology of computer-based hypermedia and the specific concept within. this context of the artificially intelligent hypermedia resource library. 180Psychology, as with most academic disciplines, is typically taught in a linear fashion that progresses topically to higher and higher degrees of detail and specialization. Thus an introductory psychology course will typically include a survey of specialized topics, including learning, personality, social psychology, developmental psychology, physiological psychology, perception, cognition, and so forth. Upper-division courses are similarly recognizable by their more in-depth introduction to these same topics and include full courses on learning, personality, social psychology, and so forth. Advanced undergraduate and graduate courses offer more detail on these same topics, although they sometimes focus on subtopics within the main topic, for example, aggression as a subspecialization of social psychology.Almost all teachers working within such educational curricula have, over their careers, developed their own personal collections of resources that support their teaching of these different levels of topical specialization. Teachers may have favorite films, slides, and overhead transparencies they use in the introductory course to supplement various lectures and reading assignments, including readings in the primary text and those assigned and/or recommended that supplement the text. In advanced courses, teachers may rely on more specialized secondary readings, such as a topical introductory text plus personalized collections of primary readings that illustrate pet concepts or points of interest. At this level, films and other audiovisuals are more specific and tailored to the advanced topical interests and elaborations. Teachers typiResearch and program development reported in this paper were funded in part by NSF-ILl Grant USE-8952419. Correspondence should be addressed to R. D. Ray. Rollins College. Department of Psychology, 1000 Holt Ave.-27f1J, Winter Park, FL 32789; e-mail: rdray@rollins.Copyright 1992 Psychonomic Society, Inc.cally strive to maintain and update personalized libraries of the various teaching resources they wish to keep at their fingertips to meet their instructional needs.With the increasing availability and sophistication of personal computers, the dev...

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“…Yet another approach is illustrated by the use of structurally based categories to describe behavior, as in a study by Ray, Upson, and Henderson (1977). These authors analyzed eight successive hours of videotaped behavioral data of a captive killer whale (Orcinus orca) and described each and every form of behavioral variation observed based upon criteria of anatomical references, such as head turning, body rolling, etc.…”

Section: Structural Analysismentioning

confidence: 99%

“…Thus the previously cited Ray et al (1977) study of structural behavioral/environmental (i.e., activities above/below water surface) elements in killer whales (Orcinus orca) also focused on hierarchically defined functional elements. The probabilistic concentration (i.e., the coherence) of selective structural elements into specific and recurrent chains of events (i.e., into networks, as determined by the yet-tobe-discussed technique of kinematic analysis) served to define macro-level functional behaviors of Free-swim Activity, Head-Bob Breathing, Surfaced Float-Breathing, Submerged Floating, and Trained Show Performances (see illustrations in Figure 3).…”

Section: Functional Analysismentioning

confidence: 99%

“…The majority of kinematic analyses to date are thus based on a two-level analysis, where the probability of one element is conditionally determined by the occurrence of each type of immediately preceding element. Higher-level analyses are possible, where probabilities of specific three-element sequences, or even more, may be determined (cf., Altmann, 1965;Bennett, 1977;Ray et al, 1977). However, where several kinds of elements have been iden-tified (i.e., in complex systems), multidimensional transition matrices become difficult to calculate, even with rather large computers.…”

Section: Structural/functional Analysis: Component Strategiesmentioning

confidence: 99%

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Behavioral systems analysis: Methodological strategies and tactics

Ray¹,

Delprato²

1989

Syst. Res.

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A general-systems model stressing the inherent organizational aspects of continuous behavioral-environmental interaction is presented as a natural extension of 20th century developments in scientific worldviews. The cultural context of scientific inquiry has often been depicted as a dynamic process which has evolved through at least three phases of philosophical orientation, or paradigmatics. Each paradigm has carried its own special implications for research strategies and tactics. Beginning with a substance-property view emphasizing self-action, scientific philosophy gradually shifted to a cause-effect orientation with emphasis on the lineal-mechanical aspects of that presumed process. Developments within this century have brought science to the integrated-fieldlsystems view of natural phenomena, with an associated emphasis on organizational properties and dynamics. However, psychology has lagged considerably in accommodating to this latter stage of scientific philosophy, both theoretically and methodologically. The model presented identifies with modern integrated-field/systems theory and offers empirical illustrations of its implications. Emphasis is placed on practical distinctions between structural, functional, and operational analysis, with special attention to such model-specific phenomena as behavioral velocity, kinematic syntax and variability, systemic coherence, and dynamic stability versus perturbed oscillations in systemic operations. Compatibilities between the behavioral systems model and various other contemporary efforts to expand psychological paradigmatics are reviewed in conclusion.KEY WORDS: behavioral systems, individual organism, scientific philosophy, systems methodology. w RITICAL OBSERVERS of behavioral sci- FROM INTEGRATED-FIELD TO SYSTEMS METHODOLOGYUnfortunately, the mechanistic stage of science left a methodological legacy in be-

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A Systems Approach to Behavior III: Organismic Pace and Complexity in Time-Space Fields

Cited by 9 publications

References 9 publications

Comportamento Individual, Cultura E Mudança Social

Comportamento Individual, Cultura E Mudança Social

BehSys Anal: An artificially intelligent hypermedia resource library for descriptive behavioral research

Behavioral systems analysis: Methodological strategies and tactics

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