B. F. Skinner: Myth and Misperception

DeBell, Camille; Harless, Debra K.

doi:10.1207/s15328023top1902_1

Cited by 27 publications

(23 citation statements)

References 5 publications

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“…In any case, there are some discrepancies in the results in research literature on staff responding with respect to quantities of misconceptions in teachers. For example, the studies by DeBell and Harless (1992) found that the teachers missed fewer than 1 of the general items, but missed significantly more on items covering myths. Students, graduates, and teachers missed the same number of items on myths.…”

Section: Discussionmentioning

confidence: 99%

“…In the study by DeBell and Harless (1992), the statements "Skinner believes that any behavior can be conditioned" and "Skinner believes genetics play an important role in shaping behavior" were missed most frequently. These items were also among the most frequently missed in the present study (we have changed genetics to genes).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, we included a group of naïve participants with no formal training in psychology or behavior analysis. Furthermore, we wanted to extend the knowledge by including some new items according to the specific areas mentioned in DeBell and Harless (1992) and one item from the research on empirically supported treatments.…”

Section: Misconceptions About Behavior Analysismentioning

confidence: 99%

See 2 more Smart Citations

On Misconceptions About Behavior Analysis Among University Students and Teachers

Arntzen¹,

Løkke

et al. 2010

Psychol Rec

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Misconceptions About Behavior Analysismentioning

confidence: 99%

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On Misconceptions About Behavior Analysis Among University Students and Teachers

Arntzen¹,

Løkke

et al. 2010

Psychol Rec

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“…However, this approach is imperfect because once one steps outside of one's own area of expertise, it is possible to misunderstand technical concepts and research findings (DeBell & Harless, 1992;Morris, 1985;Todd & Morris, 1983) or to misjudge the relative importance of concepts within a field. However, this approach is imperfect because once one steps outside of one's own area of expertise, it is possible to misunderstand technical concepts and research findings (DeBell & Harless, 1992;Morris, 1985;Todd & Morris, 1983) or to misjudge the relative importance of concepts within a field.…”

Section: Scientific Fields Typically Evolve Faster Than Their Descripmentioning

confidence: 99%

Faculty Forum

1999

Teaching of Psychology

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The faculty-oriented literature on the first meeting of a class presents many suggestions for content and process. Student data support these suggestions except those urging starting course content and students' divergent views of icebreakers. Being attuned to both student opinions and the faculty literature will help faculty prepare and teach a good first class. Based on student data, 10 of 11 participating faculty made voluntary changes in how they taught the first class meeting the next semester.

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“…Many students have misconceptions about psychological concepts (e.g., Brown, 1983;DeBell & Harless, 1992;Gutman, 1979;Lamal, 1979;Vaughan, 1977). For example, many students believe the myth that people use only about 10% of their potential brain power.…”

Section: York College Of Pennsylvaniamentioning

confidence: 99%

Faculty Forum

2003

Teaching of Psychology

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This article provides commentary on a recent survey (Levy & Peters, 2002) of students' views of the characteristics of the "best" college courses. Levy and Peters's study and conclusions were limited to only certain aspects of faculty, course, and student characteristics that students recognize are relevant when evaluating their academic experiences. Their results may be interpreted to promote a student-as-consumer model of higher education. I present results of a qualitative study to explicate the breadth of issues that should be considered when studying the impact of higher education on undergraduate students.The ongoing debate over the validity and utility of students' evaluations of teaching (reflects, to some degree, a struggle between the consumer or customer model of education and the view that students need and deserve to be challenged to succeed in college. A recent article in Teaching of Psychology (Levy & Peters, 2002) provided a new twist in this debate. Levy and Peters constructed and used a 24-item instrument to measure the characteristics students believed described the "best" college courses. They found that students endorsed courses that had a comfortable atmosphere, interesting content, and reviews before exams. Students preferred professors who had a sense of humor, were excited about the material, were entertaining, had a caring attitude, employed a variety of teaching techniques, communicated well, were not arrogant, were fair and approachable, and made students feel smart. Additionally, students preferred courses in which they received the grade they deserved and received a good grade. Levy and Peters reported that students did not prefer easy courses, did not prefer to give class presentations, and gave low ratings for courses that did not have in-class activities. Furthermore, students rated professors poorly when the instructor solely lectured and when professors asked students questions during class.Although the results presented by Levy and Peters offer some insights into certain aspects of student attitudes toward their instructors and courses, their methodology and interpretations are limited and problematic. First, the questionnaire and items failed to assess certain issues that may affect students' views of higher education, namely the quality of course information; the degree to which professors challenge students to demonstrate their understanding of, and their ability to make use of, such information; and the manner in

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B. F. Skinner: Myth and Misperception

Cited by 27 publications

References 5 publications

On Misconceptions About Behavior Analysis Among University Students and Teachers

On Misconceptions About Behavior Analysis Among University Students and Teachers

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