Standing on the Shoulders of a Giant: Remembrances of Jack Michael,Part 2

In Part 1 of these remembrances of Jack Michael, we briefly described Jack’s history in terms of how he became a behavior analyst (Sundberg & Schlinger, 2021). We pointed out that he was one of the first to apply the principles of behavior analysis discovered in the experimental laboratory to the area of rehabilitation. In so doing, Jack was perhaps the first applied behavior analyst. In Part 1, some of his former students and close associates from his early years at the University of Houston, Arizona State University, and Western Michigan University—John Mabry, Grayson Osborne, Jon Bailey, Mark Sundberg, and J. Vincent Carbone—provided their personal tributes to Jack. In Part 2, we offer six more tributes that—with one exception, that of Ted Ayllon—provide insight into Jack’s work in the latter part of his career. In addition to Ted Ayllon, these tributes are from Jack’s students and close associates Hank Schlinger, Dave Palmer, John and Barb Esch, Carl Sundberg, and Caio Miguel. The authors provide insights not only into their views about Jack but also into their own lives. Collectively, they paint a picture of people from different backgrounds that all found their way to Jack Michael and to behavior analysis. To a person, they describe how their behavior, whether as scientists, practitioners, or both, was radically transformed as a result, and how they attribute that change largely to Jack’s influence.     

Recollections of Jack Michael and the Application of Skinner’s Analysis of Verbal Behavior

The Analysis of Verbal Behavior - Jack Michael offered a course on verbal behavior almost every year throughout his teaching career. Jack was also interested in the application of Skinner's...     

Remembering reuel denney: Sociology as cultural studies

Selected writings from Reuel Denney’s work as a social analyst are reviewed in order to establish and highlight his often-overlooked contributions to sociology. Denney’s cultural studies of Americans at play, with specific reference to his writings on the subcultures of football and hot-rodding, and on television and the electronic media, advertising and architecture, are reviewed in examining some major themes emphasized in his sociology. These writings are discussed against the backdrop of Denney’s early life experiences drawn from his autobiography to better enable readers to gain an appreciation of his sociological thinking. The beginnings of a Denney postmodern are sketched as a conclusion to this paper’s major contention that Denney anticipated much of today’s sociology as cultural studies. As one of Reuel’s students, nearly forty years ago, I hope that this article serves not only to highlight Denney’s contributions and place within the discipline of sociology, but also that my personal recollections will serve to reveal the strong attachments we students felt toward him as our teacher, mentor, and friend. nt|mis|His teaching and research combine his interests in higher education and the professions, bureaucracy, social thought, mass media, and popular culture. His most recent book, Schooling As Entertainment: Corporate Education Meets Popular Culture, is available from Cedarreek Press.     

Freedom Works! The Vision and Broken Heart of Jack D. Douglas

It gives me particular pleasure to publish this review of a major but neglected figure in the recent history of symbolic interactionism. I only heard Jack Douglas speak once, when he gave a plenary address to the British Sociological Association annual conference in Lancaster in the mid‐1980s. The audience treated him quite disgracefully on that occasion. Douglas made two subtle points about the need for sociologists to take contemporary research in primate ethology more seriously and to reconsider spontaneous order theories in social science. His listeners assumed that he was talking about the crasser forms of sociobiology and praising the laissez‐faire ideologies of Thatcherism, and booed him off the stage. I declined to renew my membership to the BSA for about ten years after this episode. I only rejoined when I became a department chair and it was important to be engaged with the professional association, whatever my personal views. John Johnson's paper reminds us of Douglas's important and challenging legacy of ideas, and of the support and inspiration that he gave to a whole generation of outstanding scholars. Robert Dingwall Jack Douglas published 26 books and many articles between 1967 and 1989, and by his intellectual charisma influenced a productive cohort of young scholars who have produced over 70 books and 700 articles and chapters since the 1970s. He combined phenomenology, existentialism, and naturalistic field work to create an approach he termed Existential Sociology, also the title of a 1977 anthology. His thinking has undergone significant changes during the course of a long intellectual career. Following his 1992 retirement, the development of the internet and new technologies of communication afforded Jack a “second life” with a transdisciplinary intellectual community outside of the university environment. This paper briefly summarizes a small part of his life and intellectual project.     

Finding Jack Michael’s Footprints in the Sand

Jack Michael left a legacy of fine discriminations among technical terms, a careful parsing of theoretical concepts, and a variety of behavioral interpretations of complex behavioral phenomena. When pushing into relatively unfamiliar territory in areas such as “memory,” automatic reinforcement, multiple control, and additivity of response strength, I have been surprised and delighted to find evidence that Jack had once explored the same topics, in the same way, and had come to the same conclusions toward which I was groping.     

TEACHING IN LITHUANIA—THE PERSONAL AND THE PROFESSIONAL

The aim of this paper is to demonstrate the central role of the countertransference as a catalyst for understanding for both teacher and student. During a week of teaching basic psychoanalytic concepts to Lithuanian university students in central Lithuania, I discovered that there was an absence or lack of understanding between the group I was teaching and myself. Our expectations were very different. On a political, cultural level, I was faced with a Lithuanian understanding of the world that is quite different from a Western European perspective. This personal narrative explores how I used my countertransference to the group, and their countertransference to their clinical work, as a tool to begin to explore the professional issues we have in common and to struggle to understand the differences. It was impressive to observe, through the lived experience of this work, the development of a well‐functioning group that had overcome not only the difficulties that accompany large groups but that had taken on board a new way of thinking and working. I returned in October 2004 for a further week's teaching and a continuation of a joint teaching–learning enterprise.     

Jack Michael’s Motivation

Among many of Jack Michael''s contributions to the field of behavior analysis is his behavioral account of motivation. This paper focuses on the concept of motivating operation (MO) by outlining its development from Skinner''s (1938) notion of drive. Conceptually, Michael''s term helped us change our focus on how to study motivation by shifting its origins from the organism to the environment. Michael''s account also served to stimulate applied research and to better understand behavioral function in clinical practice.     

Training Intraverbal Naming to Establish Matching-to-Sample Performances

The current study evaluated whether training intraverbal naming would be sufficient to establish visual-visual matching-to-sample (MTS) performances in college students. In the first experiment, we used a multiple-probe design across stimulus sets to assess whether six participants could match arbitrary visual stimuli (AB) after learning to tact their two experimentally defined classes (A’ and B’) and then intraverbally relate their names (i.e., “A’ goes with B’”). All participants matched the stimuli accurately after training, as well as emitted the trained intraverbals. In the second experiment, we used a multiple baseline design across four participants to assess whether the same training would produce bi-directional intraverbals in the form of “B’ goes with A’,” and MTS performance consistent with symmetry (BA). All participants responded accurately during matching and intraverbal tests. Across both experiments, participants stated the trained intraverbals while performing the matching task. Results showed that MTS performance can be established solely by verbal behavior training.     

Autistic Behavior, Behavior Analysis, and the Gene��Part II

This article reviews the negative behavior-analytic commentary on Drash and Tudor''s behavior-analytic analysis of the etiology of autistic repertoires and values. This article also asks that, in our effort to scrub it clean, we not drown Drash and Tudor''s beautiful, but fragile, new-born, behavior-analytic baby in hyper-methodological, hyper-scholarly bathwater.     

Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism

This study replicated and extended the methodology used in Howlett et al. (Journal of Applied Behavior Analysis, 44, 943–947 2011) to bring the mands “Where’s (item)?” and “I want (item)” under appropriate antecedent control in two boys diagnosed with autism. Trials were alternated in which items were present, missing, and within view (but inaccessible) and missing and out of view. To program for generalization, fifteen items, multiple trainers, and multiple settings were used during teaching. For both participants, manding generalized to novel items, instructors, settings, and situations and maintained after 2 weeks following teaching. Results of the social validity assessment indicated that school staff found the procedures highly acceptable.     

Motion Picture Department

While historical thinking has a rich literature, civic thinking has been an underdeveloped area of research in social studies education. I discuss in this article three activities designed to strengthen students’ civic thinking skills by examining the “political death and resurrection” of Richard Nixon in the 1960s. These three activities help students critically analyze politicians’ remarks to grasp direct and indirect messages contained within political statements and advertising. The steps and resources to implement these activities are provided. The development of students’ civic thinking skills helps them analyze a politician’s arguments and judge for themselves the merits of a candidate and his or her statements and policy recommendations.     

A Theory of Thinking: A Theory of Desiring

ABSTRACT

This article focuses on aspects of what is broadly known as countertransference in centering on the psychoanalyst Wilfred Bion’s explicit theory of thinking as constituting an implicit theory of desiring. I make a distinction between the discursive terms “thoughts,” “thinking,” “desires,” “desiring,” “wants,” and “craving” and tease out their relationship to one another for clinical practice. I explore how thinking and desiring operate in and around frustration and suggest that the thinking apparatus is not just a mechanism for dealing with thoughts but also is a way of transforming wants into desires. I separate out desires and the desiring apparatus, as Bion does with thoughts and thinking, and argue that thinking is inextricably linked to desiring and thoughts to desires. The interpretative act, moreover, constitutes the analyst’s acting on desire, whereas acts of projective identification are bound up with craving. I demonstrate the potential uses of this theory by discussing it with reference to two published clinical examples.     

New ways of looking at management information systems in human service delivery

The functional aspects of management information systems (MIS's) in human-service delivery agencies are critically examined from the viewpoint of a behavioral systems analysis model. This model distinguishes between MIS as an information-gatherer and as a system to control agency behavior and administrative decision-making. The choice of a particular MIS involves the consideration of the agency 's informational objectives, the extent to which the MIS exerts control over the decision-making process, and its cost-effectiveness. The behavior-analytic approach to MIS requires an evaluation of the way in which the system affects the behavior of agency personnel and, ultimately the clients.     

A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

Several researchers have compared the effectiveness of tact or textual prompts to echoic prompts for teaching intraverbal behavior to young children with autism. We extended this line of research by comparing the effectiveness of visual (textual or tact) prompts to echoic prompts to teach intraverbal responses to three young adults with autism. An adapted alternating treatments design was used with 2 to 3 comparisons for each participant. The results were mixed and did not reveal a more effective prompting procedure across participants, suggesting that the effectiveness of a prompting tactic may be idiosyncratic. The role of one’s learning history and the implications for practitioners teaching intraverbal behavior to individuals with autism are discussed.     

The Hefferline Notes: B. F. Skinner’s First Public Exposition of His Analysis of Verbal Behavior

B. F. Skinner''s first public exposition of his analysis of verbal behavior was the Hefferline Notes (1947a), a written summary of a course Skinner taught at Columbia University during the summer of 1947 just prior to his presentation of the William James Lectures at Harvard University in the fall. The Notes are significant because they display Skinner''s analysis as it made the transition from spoken to written form; moreover, they are an effective supplemental source of examples and early approximations for comprehending Skinner''s functional verbal operants.     

“History Teaches …”

The author conducted research in Jordan, where he interviewed secondary school social studies teachers about their perspectives on teaching critical-thinking skills in their classrooms. All interviews were audiotaped or videotaped in Arabic and later translated into English. The author qualitatively analyzed data, including the translations of the interviews, the Ministry of Education's teaching guidelines, and textbook teacher manuals. The study's results indicate that Jordanian secondary school social studies teachers have little familiarity with the definition and teaching strategies of critical thinking; the Jordanian Ministry of Education requires teachers to teach critical thinking only to a small extent. In addition, teacher's manuals for the state-required textbooks provide detailed content information, with only minor references to teaching critical thinking. Previous research, conducted by the author on middle and high school students in Jordanian public schools, supports the finding that students do not acquire critical-thinking skills from their public school education in Jordan.     

From Provocation and Combustibility Toward Mutuality: Once More with Less Rage,Please

This paper presents a summary and excerpts taken from the psychoanalytic treatment, spanning over 16 years, of a highly disturbed and provocative male patient. Prior to referral, the man had been unsuccessfully treated psychopharmacologically for a depressive illness with severe somatic and affective symptoms and behavioral disturbances. A highlight of the case is the emergence of a therapeutic impasse that developed around the patient's attempt to connect intensely with the analyst; the patient attempted to repair his own damaged phallic narcissism by demanding that the analyst participate in a ritualized sexual enactment, which threatened the destruction of the treatment process. The resolution of the impasse was accomplished through the analyst's reaffirming the frame and recovering his own disrupted composure and ref lectiveness, while maintaining a compassionate and caring attitude toward the patient.     

Tailing in Love with Ideas': An interview with Luigi Boscolo

Luigi Boscolo, psychiatrist and analyst, is one of the original Milan Associates whose practice, teaching and writing have had such a profound effect on the field of family therapy. Co-author of several important and innovative papers, of Paradox and Counterparadox and of Milan Systemic Family Therapy: Conversations in Theory and Practice, he is co-founder of Centro Milanese di Terapia della Famiglia. This interview was made very late one evening during his second visit to Australia, in July 1988.     

Social psychology of a learning environment and the acquisition of critical thinking skills

The research reported in this paper was designed to examine whether or not a group of mature students studying for the Higher National Certificate (Social Care) could be encouraged to acquire critical thinking skills through an attempt to create a non-oppressive teaching/learning environment. The research took place over a series of nine weekly sociology lectures; each student's written assessment at the conclusion of teaching was examined for evidence of critical thinking skills as were their client-focussed studies which required integration of theory and practice. In addition the students were interviewed regarding their experiences of the teaching environment. The focus of discussion was the oppressive nature of a classroom environment and ways in which lecturers affect that oppression. A fundamental assumption is that critical thinking skills are not best achieved in an oppressive environment. If students are encouraged to be critical thinkers, not only should they take responsibility for their own learning but for the focus and content of the curriculum as well.