Education is what survives when what has been learned has been forgotten - B.F. Skinner

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There is no classification generally agreed upon, but some titles given to the various branches of behaviorism include:

  • Classical: The behaviorism of Watson; the objective study of behavior; no mental life, no internal states; thought is convert speech.
  • Methodological: The objective study of third-person behavior; the data of psychology must be inter-subjectively verifiable; no theoretical prescriptions. It has been absorbed into general experimental and cognitive psychology.
  • Radical: Skinner's behaviorism; is considered radical since it expands behavioral principles to processes within the organism; in contrast to methodological behaviorism; not mechanistic or reductionist; hypothetical (mentalistic) internal states are not considered causes of behavior, phenomena must be observable at least to the individual experiencing them. Willard Van Orman Quine used many of radical behaviorism's ideas in his study of knowing and language.
  • Logical: Established by Oxford philosopher Gilbert Ryle in his book The Concept of Mind (1949).
  • Teleological: Post-Skinnerian, purposive, close to microeconomics.
  • Theoretical: Post-Skinnerian, accepts observable internal states ("within the skin" once meant "unobservable", but with modern technology we are not so constrained); dynamic, but eclectic in choice of theoretical structures, emphasizes parsimony.
  • Biological: Post-Skinnerian, centered on perceptual and motor modules of behavior, theory of behavior systems.
  • Inter behaviorism: Founded by J. R. Kantor before Skinner's writings and currently worked by L. Hayes; E. Ribes; and S. Bijou. centered in the inter behavior of organisms, field theory of behavior; emphasis on human behavior.

Two popular subtypes are Neo: Hullian and post-Hullian, theoretical, group data, not dynamic, physiological, and Purposive: Tolman's behavioristic anticipation of cognitive psychology.


Basically, we can say that behaviourism is a theory derived from plenty of scientific data. Although it rejects the idea of "mind", the theory is, still, very valid.
the following are some tips to read a person during a conversation.

Scenario: During an interview, the hands of the person being interviewed begin to move around. The body parts he touches actually reveal his emotional state! You don't think so? Let's see!

  • Head: this behaviour is usually interpreted to cover a sense of failure or feeling incapable of handling responsibility.
    People who gets into a habit of touching his head under stress are very shy and feel shame easily. They are also short of self assurance.
    He may be used to work in places that don't have a strong sense of pressure and challenge. Most of the time, work doesn't bring him a sense of success but tiredness and poor performance.

  • Face: People who touch their mouth, face, nose, or somewhere around those parts are transmitting a message that they are tired and sick of the long waiting time.
    Showing such actions during an interview imply that you are not "scared" of the interviewer and show little or no interests in the topic discussing.
    Caution that you may irritate the other person and leave a bad first impression.
    People who usually
    show such actions imply they see themselves quite high. Most of them are suitable for more challenging tasks, however their impatience may get them into a lot of trouble.
    Also, touching different part of face refers to different emotional state.
    Eye: The person is probably thinking
    Ear: feeling agitated, not knowing the answer to the question.

  • Shoulders: the person is very focused on the conversation and shows a high interests of the topic discussing.
    People who touch their shoulders frequently like to express themselves and strive for a sense of importance among the group. They are very sensitive to criticisms.
    If they do not get the sense of importance in the workplace, they would probably not feel happy working in the environment.

A person who has been punished is not thereby simply less inclined to behave in a given way; at best, he learns how to avoid punishment.