Hayne W Reese
Biographic Data
| ID | 1659339 |
|---|---|
| NAME | Hayne W Reese |
| GIVEN NAMES | Hayne W |
| FAMILY NAME | Reese |
| SIGNATURE | REESE H W |
| AFFILIATIONS | West Virginia University |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 27 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1962 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 3 |
Contents, Vol. 16, 1973
Contents, Vol. 23, 1980
Contents, Vol. 25, 1982
Varia
Models of Memory Development
For various reasons, the dialectical model of memory development seems more promising than behavioristic, information-processing, and contextualistic models. The behavioristic and information-processing models are not inherently developmental, and problems arise when developmental principles are assimilated to them. The dialectical and contextualistic models are inherently developmental, but the latter is presently too sketchy to be useful. The d…
Models of Memory and Models of Development
The creation of a model of memory development requires the merging of a memory model and a developmental model. The models to be merged must be derived from a single world view to avoid confusion. Associationistic models of memory and quantitative models of development are derived from the mechanistic world view, and information processing models of memory and qualitative models of development are derived from the organismic world view. A merger …
Behavior Analysis and Developmental Psychology
Relationships between the fields of behavior analysis and developmental psychology are examined. First, the influence of behavior-analytic research within developmental psychology is surveyed. In the next two sections, integrations of the two approaches are examined with respect to metatheory and methodology. The section on metatheory examines the behavior-analytic approach to nature and nurture, structure and function, traits and situations, and…
Conceptions of the Active Organism
Overtone’s structuralist organism is modeled as active, whether or not it is really active, because of the metaphysical position underlying structuralism. Baer’s empirical-behaviorist organism could perhaps be active but is only a host of active behaviors according to the available evidence Baer accepts. White’s theoretical-behaviorist organism is empirically active but theoretically responsive: its activity is a derived phenomenon. Cross-model c…
A Comment on the Meanings of ‘Dialectics’
‘Dialectics’ has several accepted modern senses, referring to, among other things: (a) dialogue or debate; (b) a method for ascertaining truth; and (c) a type of model, the two presently dominant versions of which are dialectical idealism and dialectical materialism. These versions differ in several ways: in dialectical idealism the whole progresses, via the negation of negation, toward an absolute end, and at any stage the essence of the whole i…
Conceptions of Learning and the Study of Life Span Development
Conceptions of learning have changed considerably during the past decade of psychological research and theorizing. Similarly, conceptions of development, traditionally understood in terms of organismic (active organism) or mechanistic (reactive organism) metaphors, have also changed. Recently, dialectical and ecological approaches to psychological development have appeared. A symposium was presented at the American Psychological Association meeti…
Strategies for Replication Research Exemplified by Replications of the Istomina Study
Developments in Child Psychology from the 1960s to the 1990s
Educational trajectory and ?action orientation
Advances in Child Development and Behavior
Facets and Contexts of the Life Course
Normal and normative ethics in behavioral sciences
Behavior analysis and life-span developmental psychology
Life-Span Developmental Psychology
A revolution in the science of emotion has emerged in recent decades, with the potential to create a paradigm shift in decision theories. The research reveals that emotions constitute potent, pervasive, predictable, sometimes harmful and sometimes ...Read More
Age, pacing, and imagery in paired-associate learning
On paradigm shifts
The Study of Covert Verbal and Nonverbal Mediation
Imagery in children's learning
Imagery and contextual meaning
Multiple comparison methods
Discrimination learning set in Rhesus monkeys
Verbal mediation as a function of age level
A reply to Youniss and Furth
Discrimination learning set in Rhesus monkeys
Imagery in children's learning
Imagery and contextual meaning
Multiple comparison methods
The Study of Covert Verbal and Nonverbal Mediation
On paradigm shifts
Age, pacing, and imagery in paired-associate learning
Life-Span Developmental Psychology
A revolution in the science of emotion has emerged in recent decades, with the potential to create a paradigm shift in decision theories. The research reveals that emotions constitute potent, pervasive, predictable, sometimes harmful and sometimes ...Read More
Behavior analysis and life-span developmental psychology
Normal and normative ethics in behavioral sciences
Facets and Contexts of the Life Course
Advances in Child Development and Behavior
Educational trajectory and ?action orientation
Developments in Child Psychology from the 1960s to the 1990s
Strategies for Replication Research Exemplified by Replications of the Istomina Study
Contents, Vol. 16, 1973
Contents, Vol. 23, 1980
Contents, Vol. 25, 1982
Varia
Models of Memory Development
For various reasons, the dialectical model of memory development seems more promising than behavioristic, information-processing, and contextualistic models. The behavioristic and information-processing models are not inherently developmental, and problems arise when developmental principles are assimilated to them. The dialectical and contextualistic models are inherently developmental, but the latter is presently too sketchy to be useful. The d…
Models of Memory and Models of Development
The creation of a model of memory development requires the merging of a memory model and a developmental model. The models to be merged must be derived from a single world view to avoid confusion. Associationistic models of memory and quantitative models of development are derived from the mechanistic world view, and information processing models of memory and qualitative models of development are derived from the organismic world view. A merger …
Behavior Analysis and Developmental Psychology
Relationships between the fields of behavior analysis and developmental psychology are examined. First, the influence of behavior-analytic research within developmental psychology is surveyed. In the next two sections, integrations of the two approaches are examined with respect to metatheory and methodology. The section on metatheory examines the behavior-analytic approach to nature and nurture, structure and function, traits and situations, and…
Conceptions of the Active Organism
Overtone’s structuralist organism is modeled as active, whether or not it is really active, because of the metaphysical position underlying structuralism. Baer’s empirical-behaviorist organism could perhaps be active but is only a host of active behaviors according to the available evidence Baer accepts. White’s theoretical-behaviorist organism is empirically active but theoretically responsive: its activity is a derived phenomenon. Cross-model c…
Psychology (26 works) · Developmental psychology (14 works) · Cognitive psychology (11 works) · Cognitive science (8 works) · Epistemology (6 works) · Social Psychology (4 works) · Child and Animal Learning Development (3 works) · Diverse Scientific and Economic Studies (3 works) · Early Childhood Education and Development (3 works) · Human auditory perception and evaluation (3 works)