Science and human behavior

By Ronald V. Kidd. 2017

1,957 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f41bc892c29726b24328c413e567eea0630fffec

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Replication Research and Special Education (2016, background): “The processes of empirical inquiry are necessarily accompanied by a set of attitudes that emphasizes valuing facts over authority, accepting evidence regardless of conflict with strongly held beliefs, and abstaining from acceptance of a claim until compelling evidence is available (Skinner, 1953).”
Does the Possibility to Make Equity Investments in Crowdfunding Projects Crowd Out Reward–Based Investments? (2015, background): “The former case stems from the tradition of operant conditioning (Skinner, 1953) and considers individuals’ behavior as driven exclusively by rewards, whereas the latter case stems from learning theory (Hull, 1943) and considers individuals’ behavior as driven by physiological needs instead.”
Quinte longitudinal study of gambling and problem gambling (2015, background): “With heavy gambling involvement, operant and classical conditioning increase the frequency and strength of the behaviour and the physiological processes underlying it, making it progressively more difficult to willfully resist and accelerating progression to problem gambling (Petry, 2005; Skinner, 1”
The Neglected Ethical and Spiritual Motivations in the Workplace (2015, background): “individual behavior is encouraged, directed, and maintained with respect to desired goals (Skinner 1953; Adams 1963; Vroom 1964; Latham and Locke 1979).”
Performance, incentives, and needs for autonomy, competence, and relatedness: a meta-analysis (2016, background): “…both a challenge and possess the skills necessary to meet that 1 First, cognitive evaluation theory (CET; Deci 1972) was developed in response to Skinnerian behaviorists (e.g., Skinner 1953) to explain how rewards might actually reduce intrinsic motivation (and perhaps subsequent performance).”
Assessment and learning: fields apart? (2017, background): “…and multiple-choice formats which focused upon outcomes are best considered to be aligned with behaviourist theories of learning (e.g. Bandura, 1969; Skinner, 1953; Watson, 1930), in which there is no interest in the thought processes, only in the performance (see also Black, 1999, p. 120).”
Crowdfunding in a Prosocial Microlending Environment: Examining the Role of Intrinsic versus Extrinsic Cues (2015, background): “In general, the motivation provided by external rewards can increase the likelihood of desired behaviors (e.g., Skinner, 1953); however, this may not always be the case (Deci et al., 1999).”
Effects of Employees’ Positive Affective Displays on Customer Loyalty Intentions: An Emotions-as-Social-Information Perspective (2017, background): “In addition, people generally strive for positive experiences and seek encounters that have induced positive emotions in the past (Skinner, 1953).”
The Effect of Volunteer Management on Intention to Continue Volunteering: A Mediating Role of Job Satisfaction of Volunteers (2020, unknown): “The results of this study are also linked to the basic concept underlying reinforcement theory (Skinner, 1953) that human behavior is regulated by reward and recognition.”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, methodology): “classic operant theory (Skinner, 1953) in two important ways: (a) in the causal linkage they seek to establish between specific behaviors and the application of consequence or reward and (b) in their assumptions about the absence of inherent motivation on the part of individuals (Ryan & Brown, 2005)”
Academic Motivation And Self-Regulated Learning In Predicting Academic Achievement in College (2015, background): “External regulation has an external perceived locus of causality (Skinner, 1953; cite by Deci& Ryan, 2002).”
Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. (2021, background): “Whereas many prior theories have treated motivation as a unitary concept that differs mainly in amount or dose (e.g., Bandura, 1996; Skinner, 1953), SDT focuses on the multiple kinds of motivations underlying human behaviors, holding that not all types are created equal.”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “Selfmanagement occurs when one manipulates “the variables of which behavior is a function” (Skinner, 1953, p. 228), including antecedents (e.g., self-delivered prompts or self-arranged changes to environment), behaviors (e.g., self-recording, monitoring, and evaluation), and consequences (e.g.,…”