Resumo: O presente trabalho pretende delinear uma possível interpretação do behaviorismo radical como teoria da mente, o que significa, em outros termos, contextualizá-lo no âmbito da filosofia da mente. Para tanto, primeiramente apresentaremos as principais teorias que figuram na filosofia da mente contemporânea, incluindo suas teses centrais e seus respectivos problemas. Em seguida, trataremos dos fundamentos do behaviorismo radical enquanto filosofia da ciência e enquanto teoria do comportamento. Esses dois passos servirão ao propósito de estabelecer os parâmetros da discussão subseqüente entre behaviorismo radical e filosofia da mente. Nesse sentido, o primeiro problema que pretendemos responder é: o que é a mente? Trata-se de um problema conceitual que envolve o mapeamento dos fenômenos normalmente caracterizados como mentais. Veremos que, para o behaviorismo radical, a mente é comportamento. Já o segundo problema que pretendemos responder é: qual a natureza da mente? - problema que, no contexto do behaviorismo radical, deve ser substituído pelo seguinte: qual a natureza do comportamento? Discorrer sobre a natureza de um fenômeno implica investigar quais são as características essenciais à sua existência. Trata-se, portanto, de um problema ontológico. Sugeriremos que as características essenciais para a existência do comportamento podem ser contempladas pelo posicionamento metafísico denominado relacionismo substancial. Em tempo, além dessas duas questões principais, discorreremos ao longo do trabalho sobre diversos problemas levantados pelas teorias da mente contemporâneas, tais como o problema da subjetividade, o problema do fisicalismo, o problema dos limites da ciência, o problema mente-corpo, o problema da causalidade mental, o problema do significado, o problema do reducionismo, o problema das qualidades das experiências, o problema do conhecimento ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of this work is to delineate a possible interpretation of radical behaviorism as a theory of mind. That means putting radical behaviorism in the context of philosophy of mind. To do so, firstly we will present the main theories of contemporary philosophy of mind, including its central thesis and its respective problems. Next, we will present the principles of radical behaviorism as a philosophy of science and as a theory of behavior. Those steps will serve to establish the parameters for subsequent discussion between radical behaviorism and the problems of philosophy of mind. The first problem with which we pretend to deal is the conceptual problem of mind: what is mind? As we will see, for radical behaviorism the mind is behavior. The second problem with which we pretend to deal is the ontological problem of mind: what is the nature of mind? In the radical behaviorist context, the question must be substituted by this: what is the nature of behavior? Discussions about the nature of things demands investigating what characteristics are essential to its existence. We will suggest that the essential characteristics of the existence of behavior can be contemplated by the metaphysical view denominated substantial relationism. Moreover, in addition to our two principal problems, we will discuss through this work several problems of philosophy of mind, such as the problem of subjectivity, the problem of physicalism, the problem of science limits, the mind-body problem, the problem of mental causation, the problem of meaning, the problem of reductionism, the problem of qualitative character of experiences, the problem of privileged knowledge, the problem of qualia, and others. In the end, we hope that this work may represent a step toward the construction of a radical behaviorist theory of mind / Orientador: Jonas Gonçalves Coelho / Coorientador: Kester Carrara / Banca: Tereza Maria de Azevedo Pires Serio / Banca: João de Fernandes Teixeira / Mestre

Made available in DSpace on 2014-06-11T19:29:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-28Bitstream added on 2014-06-13T18:58:21Z : No. of bitstreams: 1 armelin_rg_me_bauru.pdf: 493707 bytes, checksum: 33ca74bf4974e90ea1bdae48dd5eb815 (MD5) / Os processos de exploração dos recursos naturais do planeta vem causando sérios danos ao meio ambiente e colocam em risco a nossa sobrevivência. Para mudar esse quadro preocupante, torna-se imprescindível a tarefa de planejamento e rearranjo de contingências que possibilitam a modificação das práticas culturais, levando a cultura a um processo de desenvolvimento, utilizando de maneira sustentável os recursos ambientais. A partir da possibilidade instrumental da Análise do Comportamento em contribuir para a descrição e compreensão das variáveis que permeiam o processo educacional e as práticas culturais, esta pesquisa teve como objetivo identificar contingências indiretamente sugeridas nos enunciados presentes no caderno de tema transversal sobre Meio Ambiente, dentro dos Parâmetros Curriculares Nacionais de 1ª a 4ª séries (PCN). Através da análise desses enunciados, foi realizado um agrupamento dos tipos de conteúdos predominantes, alocando-os em 4 grupos: Contingências, Informações Contextuais, Conceitos e Conteúdos Programáticos. Pela relevância na pesquisa, foi realizada uma análise mais específica dos conteúdos identificados como Contingência, com relação às suas características mais marcantes. Esses conteúdos foram caracterizados de acordo com seus aspectos descritos ou prescritivos, e, também, co relação aos processos culturais envolvidos, podendo ser identificados como cerimoniais ou tecnológicos. Dentre os principais resultados obtidos, destaca-se o número de enunciados identificados como Contingência (62). A análise destes enunciados identificou somente aspectos prescritivos e presença apenas de processos culturais cerimoniais. A partir desses resultados, conclui-se que as características apuradas no documento, apontam uma maior dificuldade para planejar e inserir as práticas culturais objetivadas. os resultados dessa dissertação... / The processes of exploration of the natural resources of the planet causes serious damages to the envirnment and the survival of our specie. To change this preoccupying picture it´s essential the task of planning and rearrangement of contingencies of reinforcement making possible the modification of the cultural ones, taking the culture to a process of development using the environmental resources in sustainable way. The instrumental possibilities of Behavioral Analysis contribute for the description and understanding of the variables of the educational process and the cultural ones. This research had as objective to identify contingencies indirectly suggested in the statements gifs in the book of transversal theme on Environmental, inside of National Curricular parameters (PCC) of 1 to 4 degree. Through the analysis of these statements, a grouping of types of predominant contents was carried through, placing them in 4 groups: Contingencies, Contextual Information, Concepts and Contents of the Program. By the relevance in the research, a specific analysis of the identified contents was carried through as Contingency, with regard to more important characteristics. These contents had been characterized in accordance with its descriptive or prescriptive aspects, and, also, with regard to the involved processes cultural, being able to be identified as cerimonial or technological one. Amongst the main gotten results, the number of identified statements is distinguished as Contingency (62). The analysis of these statements only identified to prescriptive aspects and presence only of cerimonial cultural processes. From these results, one concludes that the refined characteristics in the document, point a bigger difficulty to plan and to insert the cultural practices defined. The results of this research signal the importance to use the concepts of the Behaviorism in the analysis of phenomena... (Complete abstract click electronic access below)

In this research, I analyze the effects of candidate nomination rules and campaign financing rules on elite recruitment into the national legislatures of Germany and the United States. This dissertation is both theory-driven and constitutes exploratory research, too. While the effects of electoral rules are frequently studied in political science, the emphasis is thereby on electoral rules that are set post-election. My focus, in contrast, is on electoral rules that have an effect prior to the election. Furthermore, my dissertation is comparative by design. The research question is twofold. Do electoral rules have an effect on elite recruitment, and does it matter? To answer these question, I create a large-N original data set, in which I code the behavior and recruitment paths and patterns of members of the American House of Representatives and the German Bundestag. Furthermore, I include interviews with members of the said two national legislatures. Both the statistical analyses and the interviews provide affirmative evidence for my working hypothesis that differences in electoral rules lead to a different type of elite recruitment. To that end, I use the active-politician concept, through which I dichotomously distinguish the economic behavior of politicians. Thanks to the exploratory nature of my research, I also discover the phenomenon of differential valence of local and state political office for entrance into national office in comparative perspective. By statistically identifying this hitherto unknown paradox, as well as evidencing the effects of electoral rules, I show that besides ideology and culture, institutional rules are key in shaping the ruling elite. The way institutional rules are set up, in particular electoral rules, does not only affect how the electorate will vote and how seats will be distributed, but it will also affect what type of people will end up in elected office.

Orientador: Kester Carrara / Resumo: É sabida a existência de diversas propostas para a explicação de fenômenos comportamentais. A pretensão, neste trabalho, foi discutir dois tipos de análise comportamental, a saber, molar e molecular, buscando realizar uma análise crítica que implique discussões sobre as próprias definições de molar e molecular, diferenças, semelhanças, e o que esses dois tipos de análise podem oferecer e contribuir para a ciência da análise do comportamento. Para alcançar esse objetivo foi realizado o rastreio de material, de forma a incluir os dois níveis de análise, no portal de busca “APAPsycNET”. A seleção dos trabalhos foi feita a partir da leitura do título e do resumo, buscando estar de acordo com os critérios de inclusão e de exclusão definidos. As publicações encontradas foram incluídas em alguma das categorias de análise estabelecidas, de acordo com a definição de cada categoria: (a) pesquisas teóricas; (b) pesquisas interpretativas; (c) pesquisas aplicadas; e (d) pesquisas experimentais. A análise do material implicou a utilização adaptada do Procedimento de Interpretação Conceitual de Texto (PICT). Os resultados encontrados são controversos, pois há autores que definem as duas propostas como opostas e diferentes, já outros explicam que relações molares são compostas por relações moleculares, embora relações molares possam gerar maiores informações sobre determinadas relações organismo-ambiente e a partir disso é possível a investigação de qualquer fenômeno utilizando ambos os tipo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The existence of several proposals for the explanation of behavioral phenomena is known. The intention, in this work, was to discuss two types of behavioral analysis, namely, molar and molecular, seeking to carry out a critical analysis that involves discussions about the very definitions of molar and molecular, differences, similarities, and what these two types of analysis can offer and contribute to the science of behavior analysis. In order to achieve this objective, material tracking was carried out, in order to include the two levels of analysis, in the search portal “APAPsycNET”. The selection of works was made by reading the title and the abstract, seeking to comply with the defined inclusion and exclusion criteria. The publications found were included in one of the established analysis categories, according to the definition of each category: (a) theoretical research; (b) interpretative research; (c) applied research; and (d) experimental research. The analysis of the material implied the adapted use of the Conceptual Text Interpretation Procedure (PICT). The results found are controversial, as there are authors who define the two proposals as opposed and different, while others explain that molar relationships are composed of molecular relationships, although molar relationships can generate more information about certain organism-environment relationships and from that it is possible to investigation of any phenomenon using both types of analysis. In this case, the... (Complete abstract click electronic access below) / Mestre

The study examines the potential threat to an auditor’s independence in fact which may result from the extraordinarily favorable personal reputation (superstar status) of an audit client’s CEO This potential threat to an auditors’ independence is the result of a halo effect bias which can distort an individual’s judgment and behavior Accounting firms use a business risk audit approach which involves conducting a strategic risk assessment which assesses the overall threats to the business model of an audit client Prior research has demonstrated that the strategic risk assessment can bias the judgment of auditors pertaining to financial account level risk assessments For example, the Bernie Madoff Ponzi scheme demonstrated how an extraordinarily well respected individual with superstar status can distort the judgment of knowledgeable and normally skeptical individuals An experiment was conducted to examine the potential threat of a superstar CEO on an auditor’s independence as demonstrated by the ability to distort the judgment of the auditor during the performance of the strategic risk assessment In addition, the experiment was designed to examine whether the halo cognitive bias can lessen the impact that an auditor’s professional skepticism has on his or her judgment and behavior during the audit of a client’s financial statement Unlike other studies which have sought only to demonstrate that a cognitive bias exist which impairs auditor judgment; the study also examined whether the influence of a halo effect bias can be mitigated by the formal rating of audit evidence in a similar manner that was used by Embu and Finley (1977) to successfully mitigate a framing effect The experiment did not support the main hypothesis of the study that auditors assess the strategic risk at a lower risk level for firms that employ a superstar CEO than for those whom employ a non-superstar CEO This result may primarily be due to the inability of the scenario used in the experiment to sufficiently differentiate the characteristics of the superstar and non-superstar CEO Without establishing that the participants’ judgment was being distorted by a superstar CEO; the other hypotheses which involved testing a debiasing method to mitigate the halo effect caused by a superstar CEO and investigating whether a halo effect reduces the impact that auditors’ trait skepticism level has on their judgment could not be properly tested / Includes bibliography / Dissertation (PhD)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection

I show that auditors experience cognitive dissonance when they fail to take appropriate professionally skeptical (hereafter PS) action in line with high PS judgment I specifically show that cognitive dissonance leads auditors to revise their attitudes on low ranking audit actions upward and lower their risk assessments, consequently, lower overall professional skepticism I also find that auditor cognitive dissonance leads to exaggerated ex-post auditor self-assessments professional skepticism Professional skepticism is fundamental to performing an audit according to auditing standards and critical to audit quality Extant research that investigates treatments to enhance professional skepticism predominantly treats both skeptical judgment and skeptical action as analogous outcomes of professional skepticism If, however, there is a breakdown between PS judgment and PS action, the overall benefits of these treatments will be trivial I show that cognitive dissonance due to the incongruence between PS judgments and PS actions leads to an unforeseeable corollary of lower overall professional skepticism I also demonstrate a specific mechanism of how auditor incentives lead to lower professional skepticism, hence, lower audit quality Both researchers and practitioners can benefit from this study by better understating the intricacies in the critical link between PS judgment and action Additionally, I provide an empirical investigation of the components in Nelson’s (2009) model of professional skepticism and extend the model to reflect the intricacies between PS judgment and PS action I test my hypotheses via a three-group research design with attitude change as a proxy measure of cognitive dissonance / Includes bibliography / Dissertation (PhD)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection

Denna studie handlar om på vilka sätt som sociala medier kan ge uttryck för bekräftelsebehov hos användare. Genom kvalitativa intervjuer på fem användare av sociala medier samt användning av teorier inom självrepresentation, behaviorism och Uses and Gratification, blev det möjligt att finna flera typer av bekräftelsebehov. Det gick dels att urskilja tre strategier inom självrepresentation som användes för att uppnå bekräftelsebehov; en strategi till direkt uppmärksamhet, en strategi till specifik målgrupp och en strategi för generellt bekräftelsebehov. Vidare gavs också information på hur användare uppfattar och använder sig av sociala mediers mediala mekanismer, till att nå bekräftelsebehov. Slutligen blev det också möjligt att uppfatta användares känslor efter detta behov. / This study is about social media and in what ways it can give expression for a need ofconfirmation, by the individuals who are using it. By using qualitative interviews on five users of social media, combined with exploiting theories in self-representation, behaviourism and Uses and Gratifications, it was possible to discover several kinds of need for confirmation. Thus, three strategies in self-representation was being used: a strategy mainly for attention, a strategy to reach a specific target group, and a strategy for general need of confirmation. Furthermore, information on how the users are aware of the mechanisms from social media is being showed and also how they make the most out of it. Eventually, after their need for confirmation had been examined, the users’ feelings were presented.

The purpose of this study was to explore the relationships between and among various demographic and test score data with American College Testing (ACT) scores in 281 Tennessee high schools. This study also addressed which high school characteristics were related to the number of students meeting the ACT requirement for Tennessee lottery scholarships. In addition, this study examined Tennessee Value Added Assessment System's (TVAAS) assessment of ACT scores and its distribution of grades to Tennessee's high schools based upon its Value-Added analysis. The researcher performed correlations and multivariable linear regressions using socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teacher salary, Gateway exams, English I scores, and math foundations scores as independent variables and ACT scores as the dependent variable. The strengths of the correlations were examined and the best combination of independent variables was used to predict future ACT scores. Schools were divided into quartiles, based upon average daily membership and attendance rates, in order to analyze the differences in r2 values among the quartiles when running regressions to predict ACT scores. Quartiles, based upon the percentage of students qualifying for free/reduced meals, ethnicity, and average daily membership were used to study the difference in TVAAS' grade distribution based upon its assessment of ACT scores. The findings indicated that English I and II scores are most strongly associated with ACT composite scores including the four ACT subtests: math, English, reading, and science. English scores were found to be more strongly associated with ACT math scores than Algebra I scores and more strongly associated with ACT science scores than biology scores. It was found that the 21 composite ACT score requirements of Tennessee's lottery scholarships predominantly favored Caucasian students who did not qualify for free/reduced-priced meals. It was also discovered that TVAAS' ACT grades were unevenly distributed when schools were divided into quartiles based upon the percentage of students qualifying for free/reduced-priced meals, ethnicity, and average daily membership. Only one school in the quartile containing the schools with the highest percentage of students qualifying for free/reduced-priced meals scored above the state's average gain in the reading section of the ACT test.

At the Northwest Regional Learning Center (NRLC), an alternative high school in Arlington, Washington serving only at-risk youth, a new ethics course was conducted to assist students with their social-emotional learning development (SEL) and provide NRLC staff with greater insight into the lived experiences of students. Through semi-structured interviews, longitudinal ethical position surveys, and in-class observational ethnographic notes, this study presents shifts in student ethical positions over time as students engaged in this new course. By drawing from the knowledge at-risk students bring to school and focusing on behaviorism, progressive teaching theory, and constructivism, this course promoted open, student-led discussion that helped establish and build critical thinking skills, learn about perspectives in relation to others, and analyze various ethical positions. Through learning more about the lived experiences of their students, teachers at NRLC were able to contextualize and accommodate individual student behaviors, needs, and beliefs over their high-school experience. Drawing from student beliefs and experiences, the new course content was largely created by the students, providing at-risk youth an environment to openly share their beliefs while directly relating course content to their lives outside of school. As a representation of the power that social connection, redistribution of power dynamics in the classroom, and the wealth of knowledge students bring to school with them every day has, this study promotes the use of an ethics course in both general and alternative high schools as a more formalized and effective approach to teaching SEL.

The aim of this research is to show theoretical similarities between emotional intelligence and self-actualisation. The empirical results give evidence of the relationship between these two concepts. An assessment battery consisting of the BarOn Emotional Quotient Inventory (BarOn EQ-i), an emotional intelligence instrument and the Personal Orientation Inventory (POI), a self-actualisation instrument was used to measure the concepts of emotional intelligence and self-actualisation. A sample of 71 employees was assessed using psychometric tests and a biographical questionnaire. The data was collected over a period of four months. The statistical methods used in this research focus on quantitative measurement. Calculations are mainly done with t-tests and Pearson's product moment correlation coefficient. The empirical results of this research give partial evidence of the correlation between emotional intelligence and self-actualisation. Positive relationships between various factors of emotional intelligence and self-actualisation were found. / Industrial & Organisational Psychology / M.A.(Industrial Psychology)