- Psychology and Human Behavior.
This is based on the theory of operant conditioning proposed by Skinner (1975). Operant conditioning is a causal model based on the triple relationship of contingencies. This example gave rise to a vast experimental research and to the generation of procedures and techniques for observing and measuring behavior. This theory, as a formal activity in the analysis of the behavior of lower organisms and human beings, was called Experimental Behavior Analysis (Skinner, 1957). The data generated at the experimental level in turn served as the basis for the formulation of a set of principles that could be applied in various situations, to modify the behavior of individuals in order to satisfy some social purpose (educational, labor, clinical, etc.). This second field of the theory was called Applied Behavioral Analysis (Bijou & Rayek, 1978); this in turn has generated a technology with different fields of application. In education, specifically, Teaching Technology has been developed (Skinner, 1972).
- Psychological and Educational Processes.
Its purpose is the study of psychological processes in the field of education. Its theoretical support is linked to the development of psychology as a natural science and its application in the educational field.
The Theory of Behavior (BT), on which this GLB is based, recognizes the existence of a biologically configured organism that interacts with the objects of the surrounding environment. This organism-environment interaction is called interconduct and determines the psychological.
BT can be constituted in the theoretical body that delimits the functional dimensions of a determined psychological field; its taxonomy can contribute to the identification of new phenomena and reorganize conceptually those already identified, orienting on the type of descriptions and feasible explanations. The taxonomy proposed by Ribes and López (1985) can guide, for example, the design and formulation of observational and experimental methods and procedures in the educational field, congruent with the logic of the concept of contingency, which implies conditionality or reciprocal dependence.
- Language as behavior.
It is based on Ribes’ proposal (2006, 2007) and the notion of language game (Wittgenstein, 1953). Language as behavior is a particular kind of interaction where functional and morphological characteristics do not depend on biological, individual or species-specific conditions, but involve a conventional system of relationships between individuals and environmental events. The different levels of functional organization of behavior are analyzed based on the linguistic interactions of the situation in which they occur, as well as three uses of language as dimensions, for analytical purposes: environment, instrument and way of life.
The morphological aspects of language acts can be relevant only if they refer to their role in the episodic situation in which they take place. Language derives its meaning from the context in which it is used and depends on social practices and ways of life.
