Abstract
To instruct consists of arranging controls between teacher, student, and subject matter. Initial controls must emanate from the teacher since those of the subject matter are minimal, crude, or missing. Teachers mand students to behave in certain ways with respect to a given subject matter. Eventually, however, the teacher must transfer the teacher mediated and managed control of the student to natural controls functioning directly through student interaction with the subject matter. Difficulty in doing this occurs due to the reinforcers for both student and teacher derived from social contact. Nevertheless, the student eventually must be taught to interact with the subject matter independent of teacher involvement if the student is to maintain effective contact with the subject matter beyond the period of formal instruction.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Balsam, P. D., & Bondy, A. S. (1983). The negative side effects of reward. Journal of Applied Behavior Analysis, 16, 283–296.
Cahn, S. M. (1973). The eclipse of excellence. Washington, DC: Public Affairs Press.
Ferster, C. B. (1970). Schedules of reinforcement with Skinner. In P. B. Dews (Ed.), Festschrift for B. F. Skinner (pp. 37–46). New York: Appleton-Century-Crofts.
Fraley, L. E. (1980). The role of measures in the contingencies on teacher behavior. In L. E. Fraley (Ed.), Behavioral analyses of issues in higher education (pp. 9–45). Reedsville, WV: Society for the Behavioral Analysis of Culture.
Johnson, K. R., & Chase, P. N. (1981). Behavior analysis in instructional design: a functional typology of verbal tasks. The Behavior Analyst, 4, 103–122.
Johnston, J. M. (1979). On the relation between generalization and generality. The Behavior Analyst, 2, 1–6.
Johnston, J. M., & Pennypacker, H. S. (1980). Strategies and tactics of human behavior research. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Klein, B. (1983, September 28). Floridians don’t spare the rod, but some now say they should. Education Week, 3, pp. 10, 13.
Shaler, N. S. (1909). The Autobiography of Nathaniel Southgate Shaler. Boston: Houghton Mifflin Company.
Skinner, B. F. (1953). Science and human behavior. New York: The Macmillan Company.
Skinner, B.F. (1957). Verbal behavior. NewYork: Appleton-Century-Crofts.
Skinner, B. F. (1961). The technology of teaching. New York: Appleton-Century-Crofts.
Skinner, B. F. (1982). Contrived reinforcement. The Behavior Analyst, 5, 3–8.
Vargas, E. A. (1980). Instructional innovation in the University: Requirements for a more certain future. In L. E. Fraley (Ed.), Behavioral analyses of issues in higher education (pp. 107–120). Reedsville, WV: Society for Behavioral Analysis of Culture.
Vaughn, M., & Michael, J. (1982). Automatic reinforcement. Behaviorism, 10, 217–227.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Vargas, E.A., Fraley, L.E. Teachers and Students: Reflections on Social Control and Future Performance. BEHAV ANALYST 7, 131–137 (1984). https://doi.org/10.1007/BF03391896
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03391896