This talk was filmed at the 2019 Hawaii Association for Behavior Analysis Conference
About the presentation:
Telling and listening to stories would seem remarkable, even bizarre, if observed in some other species. Commonplace in humans, however, such behavior has not received much attention from the natural-science viewpoint of behavior analysis, which has focused on more pragmatic behavior-environment relations. The potency of stories for maintaining the behavior of reading and listening can be understood in terms of establishing stimuli that potentiate particular consequences of reading/listening as reinforcers; A special diagramming technique provides a systematic account of this while also showing how a story is organized (It is also useful for the analysis of behavior-analytic interventions). Narratives are typically more formalized stories that are commonly understood as providing coherence, with implications ranging from the clinical to the political to the cultural. This points to the discrimination of coherence, itself, as a reinforcing consequence. Behavioral interventions are well-characterized as stories that need to fit within the more extended narratives of the individuals involved, and of the surrounding culture.
Learning Objectives
At the conclusion of the presentation, the participants will be able to:
1. Understand the importance of stories and how they are organized.
2. Determine how verbal behavior plays a role in story telling.
3. Identify the benefits of a narrative for story telling.
About the presenter:
After completing his BA at Hamilton College and Ph.D. at Harvard University, Philip N. Hineline spent 3 years at the Walter Reed Army Institute of Research before moving to Temple University, where he is now a professor. He routinely teaches at both basic and advanced levels and is very much involved with the Interdisciplinary Master’s Program in Applied Behavior Analysis, which he co-founded with Dr. Saul Axelrod, of Temple’s College of Education. He has received several awards for excellence in teaching: In the spring of 1999, he received the Eleanor Hofkin Award for Excellence in Teaching, from the Alumni Association of the College of Arts and Sciences of Temple University.The following year, he received Temple’s university-wide “Great Teacher Award,” and the “Distinguished Teacher Award” from the College of Arts and Sciences. More recently (2007), he received the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association.Also outside the University, he served first as associate editor, as editor, and then as review editor of the Journal of the Experimental Analysis of Behavior.