{"id":2166,"date":"2009-01-09T10:56:38","date_gmt":"2009-01-09T13:56:38","guid":{"rendered":"http:\/\/www.ufrgs.br\/psicoeduc\/?page_id=2166"},"modified":"2021-11-11T12:04:08","modified_gmt":"2021-11-11T15:04:08","slug":"bibliografia-skinner","status":"publish","type":"page","link":"https:\/\/www.ufrgs.br\/psicoeduc\/behaviorismo\/bibliografia-skinner\/","title":{"rendered":"Bibliografia de Skinner"},"content":{"rendered":"<pre>BIBLIOGRAFIA CRONOL\u00d3GICA COMPLETA DE SKINNER\r\n\r\nFonte: <a href=\"http:\/\/www.cemp.com.br\">http:\/\/www.cemp.com.br<\/a> \r\n\r\nAll of the information below has been verified in the original sources (thanks to\r\nVic Laties for additional corrections).\r\n\r\nBrackets next to the names of co-authors indicate the order in which that name\r\nappeared (from Epstein, R. [1995]. An updated bibliography of B.F. Skinner's works.\r\nIn J.T. Todd and E.K. Morris [Eds.], Modern Perspectives.on B.F. Skinner and\r\nComtemporary Behaviorism. Westport, CT: Greenwood Press.).\r\n\r\n                                              1930\r\n\r\nOn the conditions of elicitation of certain eating reflexes. Proceedings of the\r\nNational Academy of Sciences, 1930, 16, 433-38.\r\n\r\nOn the inheritance of maze behavior. Journal of General Psychology, 1930, 4, 342-46.\r\n\r\nThe progressive increase in the geotropic response of the ant Aphaenogaster. Journal\r\nof General Psychology, 1930, 4, 102-12.\r\n\r\n(with T. C. Barnes [1]) \r\n\r\n                                              1931\r\n\r\nThe concept of the reflex in the description of behavior. Journal of General\r\nPsychology, 1931, 5, 427-58. \r\n\r\n                                              1932\r\n\r\nDrive and reflex strength. Journal of General Psychology, 1932, 6, 22-37. \r\n\r\nDrive and reflex strength: II. Journal of General Psychology, 1932, 6, 38-48. \r\n\r\nOn the rate of formation of a conditioned reflex. Journal of General Psychology,\r\n1932, 7, 274-86. \r\n\r\nA paradoxical color effect. Journal of General Psychology, 1932, 7, 481-82. \r\n\r\n                                              1933\r\n\r\nThe abolishment of a discrimination. Proceedings of the National Academy of\r\nSciences, 1933, 19, 825-28. \r\n\r\nThe measurement of \"spontaneous activity.\" Journal of General Psychology, 1933, 9,\r\n3-23. \r\n\r\nOn the rate of extinction of a conditioned reflex. Journal of General Psychology,\r\n1933, 8, 114-29. \r\n\r\nThe rate of establishment of a discrimination. Journal of General Psychology, 1933,\r\n9, 302-50. \r\n\r\n\"Resistance to extinction\" in the process of conditioning. Journal of General\r\nPsychology, 1933, 9, 420-29. \r\n\r\nSome conditions affecting intensity and duration thresholds in motor nerve, with\r\nreference to chronaxie of subordination.\r\n\r\nAmerican Journal of Physiology, 1933, 106, 721-37. (with E. F. Lambert [1] &amp; A.\r\nForbes [3]) \r\n\r\n                                              1934\r\n\r\nA discrimination without previous conditioning. Proceedings of the National Academy\r\nof Sciences, 1934, 20, 532-36. \r\n\r\nThe extinction of chained reflexes. Proceedings of the National Academy of Sciences,\r\n1934, 20, 234-37. \r\n\r\nHas Gertrude Stein a secret? Atlantic Monthly, January 1934, pp. 50-57. \r\n\r\n                                              1935\r\n\r\nA discrimination based upon a change in the properties of a stimulus. Journal of\r\nGeneral Psychology, 1935, 12, 313-36. \r\n\r\nThe generic nature of the concepts of stimulus and response. Journal of General\r\nPsychology, 1935, 12, 40-65. \r\n\r\nTwo types of conditioned reflex and a pseudo type. Journal of General Psychology,\r\n1935, 12, 66-77. \r\n\r\n                                              1936\r\n\r\nConditioning and extinction and their relation to drive. Journal of General\r\nPsychology, 1936, 14, 296-317. \r\n\r\nThe effect on the amount of conditioning of an interval of time before\r\nreinforcement. Journal of General Psychology, 1936, 14,\r\n\r\n279-95. \r\n\r\nA failure to obtain \"disinhibition.\" Journal of General Psychology, 1936, 14,\r\n127-35. \r\n\r\nThe reinforcing effect of a differentiating stimulus. Journal of General Psychology,\r\n1936, 14, 263-78. \r\n\r\nThirst as an arbitrary drive. Journal of General Psychology, 1936, 15, 205-10. \r\n\r\nThe verbal summator and a method for the study of latent speech. Journal of\r\nPsychology, 1936, 2, 71-107. \r\n\r\n                                              1937\r\n\r\nChanges in hunger during starvation. Psychological Record, 1937, 1, 51-60. (with W.\r\nT. Heron [1]) \r\n\r\nThe distribution of associated words. Psychological Record, 1937, 1, 71-76. \r\n\r\nEffects of caffeine and benzedrine upon conditioning and extinction. Psychological\r\nRecord, 1937, 1, 340-46. (with W. T. Heron\r\n\r\n[2]) \r\n\r\nTwo types of conditioned reflex: A reply to Konorski and Miller. Journal of General\r\nPsychology, 1937, 16, 272-79. \r\n\r\n                                              1938\r\n\r\nThe behavior of organisms: An experimental analysis. New York: Appleton-Century,\r\n1938. \r\n\r\n                                              1939\r\n\r\nThe alliteration in Shakespeare's sonnets: A study in literary behavior.\r\nPsychological Record, 1939, 3, 186-92. \r\n\r\nAn apparatus for the study of animal behavior. Psychological Record, 1939, 3,\r\n166-76. (with W. T. Heron [1]) \r\n\r\nSome factors influencing the distribution of associated words. Psychological Record,\r\n1939, 3, 178-84. (with S. W. Cook [1]) \r\n\r\n                                              1940\r\n\r\nA method of maintaining an arbitrary degree of hunger. Journal of Comparative\r\nPsychology, 1940, 30, 139-45. \r\n\r\nThe rate of extinction in maze-bright and maze-dull rats. Psychological Record,\r\n1940, 4, 11-18. (with W. T. Heron [1]) \r\n\r\n                                              1941\r\n\r\nThe psychology of design. In Art education today. New York: Bureau Publications,\r\nTeachers College, Columbia University,\r\n\r\n1941, pp. 1-6. \r\n\r\nA quantitative estimate of certain types of sound-patteming in poetry. American\r\nJournal of Psychology, 1941, 54, 64-79. \r\n\r\nSome quantitative properties of anxiety. Journal of Experimental Psychology, 1941,\r\n29, 390-400. (with W. K. Estes [1]) \r\n\r\n                                              1942\r\n\r\nThe processes involved in the repeated guessing of alternatives. Journal of\r\nExperimental Psychology, 1942, 30, 495-503. \r\n\r\n                                              1943\r\n\r\nReply to Dr. Yacorzynski. Journal of Experimental Psychology, 1943, 32, 93-94. \r\n\r\n                                              1945\r\n\r\nBaby in a box. Ladies' Home Journal, October 1945, pp. 30-31, 135-36, 138. \r\n\r\nThe operational analysis of psychological terms. Psychological Review, 1945, 52,\r\n270-77, 291-94. \r\n\r\n                                              1947\r\n\r\nAn automatic shocking-grid apparatus for continuous use. Journal of Comparative and\r\nPhysiological Psychology, 1947, 40,\r\n\r\n305-307. (with S. L. Campbell [2]) \r\n\r\nExperimental psychology. In W. Dennis et al., Current trends in psychology.\r\nPittsburgh: University of Pittsburgh Press, 1947,\r\n\r\npp. 16-49. \r\n\r\n                                              1948\r\n\r\nCard-guessing experiments. American Scientist, 1948, 36, 456, 458. \r\n\r\n'Superstition' in the pigeon. Journal of Experimental Psychology, 1948, 38, 168-72. \r\n\r\nWalden two. New York: Macmillan, 1948. \r\n\r\n                                              1950\r\n\r\nAre theories of learning necessary? Psychological Review, 1950, 57, 193-216. \r\n\r\n                                              1951\r\n\r\nHow to teach animals. Scientific American, 1951, 185(12), 26-29. \r\n\r\n                                              1953\r\n\r\nScience and human behavior. New York: Macmillan, 1953. \r\n\r\nSome contributions of an experimental analysis of behavior to psychology as a whole.\r\nAmerican Psychologist, 1953, 8, 69-78. \r\n\r\n                                              1954\r\n\r\nA critique of psychoanalytic concepts and theories. Scientific Monthly, 1954, 79,\r\n300-305. \r\n\r\nThe science of learning and the art of teaching. Harvard Educational Review, 1954,\r\n24, 86-97. \r\n\r\n                                              1955\r\n\r\nThe control of human behavior. Transactions of the New York Academy of Sciences,\r\n1955, 17, 547-51. \r\n\r\nFreedom and the control of men. American Scholar, Winter 1955-56, 25, 47-65. \r\n\r\n                                              1956\r\n\r\nA case history in scientific method. American Psychologist, 1956, 11, 221-33. \r\n\r\nSome issues concerning the control of human behavior: A symposium. Science, 1956,\r\n124, 1057-66. (with C. R. Rogers [1]) \r\n\r\nWhat is psychotic behavior? In Theorv and treatment of the psychoses: Some newer\r\naspects. St. Louis: Committee on\r\n\r\nPublications, Washington University, 1956, pp. 77-99. \r\n\r\n                                              1957\r\n\r\nConcurrent activity under fixed-interval reinforcement. Journal of Comparative and\r\nPhysiological Psychology, 1957, 50,\r\n\r\n279-8 1. (with W. H. Morse [21) \r\n\r\nThe experimental analysis of behavior. American Scientist, 1957, 45, 343-71. \r\n\r\nThe psychological point of view. In H. D. Kruse (Ed.), Integrating the approaches to\r\nmental disease. New York:\r\n\r\nHoeber-Harper, 1957, pp. 130-33. \r\n\r\nSchedules of reinforcement. New York: Appleton-Century-Crofts, 1957. (with C. B.\r\nFerster [1]) \r\n\r\nA second type of superstition in the pigeon. American Journal of Psychology, 1957,\r\n70, 308-11. (with W. H. Morse [1]) \r\n\r\nVerbal behavior. New York: Appleton-Century-Crofts, 1957. \r\n\r\n                                              1958\r\n\r\nDiagramming schedules of reinforcement. Journal of the Experimental Analysis of\r\nBehavior, 1958, 1, 67-68. \r\n\r\nFixed-interval reinforcement of running in a wheel. Journal of the Experimental\r\nAnalysis of Behavior, 1958, 1, 371-79. (with\r\n\r\nW. H. Morse [2]) \r\n\r\nReinforcement today. American Psychologist, 1958, 13, 94-99. \r\n\r\nSome factors involved in the stimulus control of operant behavior. Journal of the\r\nExperimental Analysis of Behavior, 1958, 1,\r\n\r\n103-107. (with W. H. Morse [1]) \r\n\r\nSustained performance during very long experimental sessions. Journal of the\r\nExperimental Analysis of Behavior, 1958, 1,\r\n\r\n235-44. (with W. H. Morse [2]) \r\n\r\nTeaching machines. Science, 1958, 128, 969-77. \r\n\r\n                                              1959\r\n\r\nAnimal research in the pharmacotherapy of mental disease. In J. Cole &amp; R. Gerard\r\n(Eds.), Psychopharmacology: Problems in\r\n\r\nevaluation. Washington, DC: National Academy of Sciences-National Research Council,\r\n1959, pp. 224-28. \r\n\r\nCumulative record. New York: Appleton-Century-Crofts, 1959; Enlarged edition, 1961.\r\nThird edition, 1972. \r\n\r\nThe flight from the laboratory. In B. F. Skinner, Cumulative record. New York:\r\nAppleton-Century-Crofts, 1959, pp. 242-57. \r\n\r\nJohn Broadus Watson, behaviorist. Science, 1959, 129, 197-98. \r\n\r\nThe programming of verbal knowledge. In E. Galanter (Ed.), Automatic teaching: The\r\nstate of the art. New York: John Wiley,\r\n\r\n1959, pp. 63-68. \r\n\r\n                                              1960\r\n\r\nConcept formation in philosophy and psychology. In S. Hook (Ed.), Dimensions of\r\nmind: A symposium. New York: New York\r\n\r\nUniversity Press, 1960, pp. 226-30. \r\n\r\nModern learning theory and some new approaches to teaching. In J. W. Gustad (Ed.),\r\nFacultv utilization and retention.\r\n\r\nWinchester, MA: New England Board of Higher Education, 1960, pp. 64-72. \r\n\r\nPigeons in a pelican. American Psychologist, 1960, 15, 28-37. \r\n\r\nSpecial problems in programming language instruction for teaching machines. In F.J.\r\nOinas (Ed.), Language teaching today.\r\n\r\nBloomington: Indiana University Research Center in Anthropology, Folklore, and\r\nLinguistics, 1960, pp. 167-74. \r\n\r\nTeaching machines. The Review of Economics and Statistics, August 1960 (Supplement),\r\n42, 189-91. \r\n\r\nThe use of teaching machines in college instruction (Parts II-IV). In A. A.\r\nLumsdaine &amp; R. Glaser (Eds.), Teaching machines\r\n\r\nand programmed learning: A source book. Washington, DC: Department of Audio-Visual\r\nInstruction, National Education\r\n\r\nAssociation, 1960, pp. 159-72. (with J. G. Holland [2]) \r\n\r\n                                              1961\r\n\r\nThe analysis of behavior: A program for self-instruction. New York: McGraw Hill,\r\n1961. (with J. G. Holland [1]) \r\n\r\nThe design of cultures. Daedalus, 1961, 90, 534-46. \r\n\r\nLearning theory and future research. In J. Lysaught (Ed.), Programmed learning:\r\nEvolving principles and industrial\r\n\r\napplications. Ann Arbor: Foundation for Research on Human Behaviors, 1961, pp.\r\n59-66. \r\n\r\nTeaching machines. Scientific American, 1961, 205(11), 90-102. \r\n\r\nThe theory behind teaching machines. Journal of the American Society of Training\r\nDirectors, July 1961, 15, 27-29. \r\n\r\nWhy we need teaching machines. Harvard Educational Review, 1961, 31, 377-98. \r\n\r\n                                              1962\r\n\r\nOperandum. Journal of the Experimental Analysis of Behavior, 1962, 5, 224. \r\n\r\nSquirrel in the yard: Certain sciurine experiences ot B. F. Skinner. Harvard Alumni\r\nBulletin, 1962, 64, 642-45. \r\n\r\nTechnique for reinforcing either of two organisms with a single food magazine.\r\nJournal of the Experimental Analysis of\r\n\r\nBehavior, 1962, 5, 58. (with G. S. Reynolds [1]) \r\n\r\nTwo \"synthetic social relations.\" Journal of the Experimental Analysis of Behavior,\r\n1962, 5, 531-33. \r\n\r\nVerbal behavior. Encounter, November 1962, pp. 42-44. (with 1. A. Richards [1]) \r\n\r\n                                              1963\r\n\r\nBehaviorism at fifty. Science, 1963, 140, 951-58. \r\n\r\nA Christmas caramel, or, a plum from the hasty pudding. The Worm Runner's Digest,\r\n1963, 5(2), 42-46. \r\n\r\nConditioned and unconditioned aggression in pigeons. Journal of the Experimental\r\nAnalysis of Behavior, 1963, 6, 73-74.\r\n\r\n(with G. S. Reynolds [1] &amp; A. C. Catania [2]) \r\n\r\nL'avenir des \u00e0 machines enseigner. Psychologie Francaise, 1963, 8, 170-80. \r\n\r\nOperant behavior. American Psychologist, 1963, 18, 503-15. \r\n\r\nReflections on a decade of teaching machines. Teachers College Record, 1963, 65,\r\n168-77. \r\n\r\nReply to Thouless. Australian Journal of Psychology, 1963, 15, 92-93. \r\n\r\n                                              1964\r\n\r\n\"Man.\" Proceedings of the American Philosophical Society, 1964, 108, 482-85. \r\n\r\nNew methods and new aims in teaching. New Scientist, 1964, 122, 483-84. \r\n\r\nOn the relation between mathematical and statistical competence and significant\r\nscientific productivity. The Worm Runner's\r\n\r\nDigest, 1964, 6(l), 15-17. (published under the pseudonym, F. Galtron Pennywhistle) \r\n\r\n                                              1965\r\n\r\nStimulus generalization in an operant: A historical note. In D. 1. Mostofsky (Ed.),\r\nStimulus generalization. Stanford: Stanford\r\n\r\nUniversity Press, 1965, pp. 193-209. \r\n\r\nThe technology of teaching. Proceedings of the Royal Society, Series B, 1965, 162,\r\n427-43. \r\n\r\nWhy teachers fail. Saturday Review, October 16, 1965, pp. 80-81, 98-102. \r\n\r\n                                              1966\r\n\r\nConditioning responses by reward and punishment. Proceedings of the Royal\r\nInstitution of Great Britain, 1966, 41, 48-51. \r\n\r\nContingencies of reinforcement in the design of a culture. Behavioral Science, 1966,\r\n11, 159-66. \r\n\r\nAn operant analysis of problem solving. In B. Kleinmuntz (Ed.), Problem solving:\r\nResearch, method, and theory. New York:\r\n\r\nJohn Wiley, 1966, pp. 225-57. \r\n\r\nThe phylogeny and ontogeny of behavior. Science, 1966, 153, 1205-13. \r\n\r\nSome responses to the stimulus \"Pavlov.\" Conditional Reflex, 1966, 1, 74-78. \r\n\r\nWhat is the experimental analysis of behavior'? Journal of the Experimental Analysis\r\noj Behavior, 1966, 9, 213-18. \r\n\r\n                                              1967\r\n\r\nB. F. Skinner ... An autobiography. In E. G. Boring &amp; G. Lindzey (Eds.), A history\r\nof psychology in autobiography (Vol. 5).\r\n\r\nNew York: Appleton-CenturyCrofts,1967, pp. 387-413. \r\n\r\nThe problem of consciousness-A debate. Philosophv and Phenomenological Research,\r\n1967, 27, 317-37. (with B. Blanshard\r\n\r\n[I]) \r\n\r\nUtopia through the control of human behavior. The Listener, January 12, 1967, pp.\r\n55-56. \r\n\r\nVisions of utopia. The Listener, January 5, 1967, pp. 22-23. \r\n\r\n                                              1968\r\n\r\nThe design of experimental communities. In International encyclopedia of the social\r\nsciences (Vol. 16). New York: Macmillan,\r\n\r\n1968, pp. 271-75. \r\n\r\nDevelopment of methods of preparing materials for teaching machines. Alexandria, VA:\r\nHuman Resources Research Office,\r\n\r\nGeorge Washington University, 1968. (edited by L. M. Zook) \r\n\r\nHandwriting with write and see. Chicago: Lyons &amp; Carnahan, 1968. (with S. Krakower\r\n[2]; a series of manuals for teachers\r\n\r\nand students, grades 1 to 6) \r\n\r\nThe science of human behavior. In Twenty-five years at RCA laboratories 1942-1967.\r\nPrinceton, NJ: RCA Laboratories,\r\n\r\n1968, pp. 92-102. \r\n\r\nTeaching science in high school-What is wrong? Science, 1968, 159, 704-10. \r\n\r\nThe technology of teaching. New York: Appleton-Century-Crofts, 1968. \r\n\r\n                                              1969\r\n\r\nContingencies of reinforcement: A theoretical analysis. New York:\r\nAppleton-Century-Crofts, 1969. \r\n\r\nContingency management in the classroom. Education, 1969, 90, 93-100. \r\n\r\nEdwin Garrigues Boring. In The American Philosophical Society,: Yearbook 1968.\r\nPhiladelphia: The American Philosophical\r\n\r\nSociety, 1969, pp. 111-15. \r\n\r\nThe machine that is man. Psychology Today, April 1969, pp. 20-25, 60-63. \r\n\r\n                                              1970\r\n\r\nCreating the creative artist. In A. J. Toynbee et al., On thefuture of art. New\r\nYork: Viking Press, 1970, pp. 61-75. \r\n\r\n                                              1971\r\n\r\nAutoshaping. Science, 1971, 173, 752. \r\n\r\nA behavioral analysis of value judgments. In E. Tobach, L. R. Aronson, &amp; E. Shaw\r\n(Eds.), The biopsychology of development.\r\n\r\nNew York: Academic Press, 1971, pp. 543-51. \r\n\r\nBeyond freedom and dignity. New York: Knopf, 1971. \r\n\r\nB. F. Skinner says what's wrong with the social sciences. The Listener, September\r\n30, 1971, pp. 429-31. \r\n\r\nHumanistic behaviorism. The Humanist, May\/June 1971, 31, 35. \r\n\r\nOperant conditioning. In The encyclopedia of education, Vol. 7. New York: Macmillan\r\nand Free Press, 1971, pp. 29-33. \r\n\r\n                                              1972\r\n\r\nCompassion and ethics in the care of the retardate. In B. F. Skinner, Cumulative\r\nrecord (3rd ed). New York:\r\n\r\nAppleton-Century-Crofts, 1972, pp. 283-91. \r\n\r\nFreedom and dignity revisited. New York Times, August 11, 1972, p. 29. \r\n\r\nHumanism and behaviorism. The Humanist, July\/August 1972, 32, 18-20. \r\n\r\nA lecture on \"having a poem.\" In B. F. Skinner, Cumulative record (3rd ed.). New\r\nYork: Appleton-Century-Crofts, 1972, pp.\r\n\r\n345-55. \r\n\r\nSome relations between behavior modification and basic research. In B. F. Skinner,\r\nCumulative record (3rd ed.). New York:\r\n\r\nAppleton-Century-Crofts, 1972, pp. 276-82. \r\n\r\n                                              1973\r\n\r\nAnswers for my critics. In H. Wheeler (Ed.), Beyond the punitive society. San\r\nFrancisco: W. H. Freeman, 1973, pp. 256-66. \r\n\r\nAre we free to have a future? Impact, 1973, 3(l), 5-12. \r\n\r\nThe free and happy student. New York University Education Quarterly, 1973, 4(2),\r\n2-6. \r\n\r\nReflections on meaning and structure. In R. Brower, H. Vendler, &amp; J. Hollander\r\n(Eds.), I. A. Richards: Essays in his honor.\r\n\r\nNew York: Oxford University Press, 1973, pp. 199-209. \r\n\r\nSome implications of making education more efficient. In C. E. Thoresen (Ed.),\r\nBehavior modification in education. Chicago:\r\n\r\nNational Society for the Study of Education, 1973, pp. 446-56. \r\n\r\nWalden (one) and Walden Two. The Thoreau Society Bulletin, Winter 1973, pp. 1-3. \r\n\r\n                                              1974\r\n\r\nAbout behaviorism. New York: Knopf, 1974. \r\n\r\nDesigning higher education. Daedalus, 1974, 103, 196-202. \r\n\r\n                                              1975\r\n\r\nComments on Watt's \"B. F. Skinner and the technological control of social behavior.\"\r\nThe American Political Science Review,\r\n\r\n1975, 69, 228-29. \r\n\r\nThe ethics of helping people. Criminal Law Bulletin, 1975, 11, 623-36. \r\n\r\nThe shaping of phylogenic behavior. Acta Neurobiologiae Experimentalis, 1975, 35,\r\n409-15. \r\n\r\nThe steep and thorny way to a science of behaviour. In R. Harr\u00e9 (Ed.), Problems of\r\nscientific revolution: Progress and\r\n\r\nobstacles to progress in the sciences. Oxford: Clarendon Press, 1975, pp. 58-71. \r\n\r\n                                              1976\r\n\r\nFarewell, my LOVELY! Journal of the Experimental Analysis of Behavior, 1976, 25,\r\n218. \r\n\r\nParticulars of my life. New York: Knopf, 1976. \r\n\r\n                                              1977\r\n\r\nBetween freedom and despotism. Psychology Today, September 1977, pp. 80-82, 84,\r\n86,90-91. \r\n\r\nThe experimental analysis of operant behavior. In R. W. Rieber &amp; K. Salzinger\r\n(Eds.), The roots of American psycholoyy:\r\n\r\nHistorical influences and implications for the future (Annals of the New York\r\nAcademy of Sciences, Vol. 29 1). New York:\r\n\r\nNew York Academy of Sciences, 1977, pp. 374-85. \r\n\r\nThe force of coincidence. In B. C. Etzel, J. M. LeBlanc, &amp; D. M. Baer (Eds.), New\r\ndevelopments in behavioral psychology:\r\n\r\nTheory, method, and application. Hillsdale, NJ: Lawrence Erlbaum Associates, 1977,\r\npp. 3-6. \r\n\r\nFreedom, at last, from the burden of taxation. New York Times, July 26, 1977, p. 29.\r\n\r\nHerrnstein and the evolution of behaviorism. American Psychologist, 1977, 32,\r\n1006-12. \r\n\r\nWhy I am not a cognitive psychologist. Behaviorism, 1977, 5, 1-10. \r\n\r\n                                              1978\r\n\r\nReflections on behaviorism and society. Englewood Cliffs, NJ: Prentice-Hall, 1978. \r\n\r\nWhy don't we use the behavioral sciences? Human Nature, March 1978, 1, 86-92. \r\n\r\nA happening at the annual dinner of the Association for Behavioral Analysis,\r\nChicago, May 15, 1978. The Behavior Analvst,\r\n\r\n1979, 2(l), 30-33. (published anonymously) \r\n\r\n                                              1979\r\n\r\nLe renfor\u00e7ateur arrang\u00e9. Revue de modification du comportement, 1979, 9, 59-69.\r\n(translated into French by Raymond\r\n\r\nBeausoleil) \r\n\r\nMy experience with the baby-tender. Psychology Today, March 1979, pp. 28-31, 34,\r\n37-38, 40. (an expanded excerpt from\r\n\r\nThe Shaping of a Behaviorist [1979]) \r\n\r\nThe shaping of a behaviorist: Part two of an autobiography. New York: Knopf, 1979. \r\n\r\n                                              1980\r\n\r\nNotebooks. Englewood Cliffs, NJ: Prentice-Hall, 1980. (edited by R. Epstein) \r\n\r\nResurgence of responding after the cessation of response-independent reinforcement.\r\nProceedings of the National Academy of\r\n\r\nSciences, 1980, 77, 6251-53. (with R. Epstein [1]) \r\n\r\nThe species-specific behavior of ethologists. The Behavior Analyst, 1980, 3(l), 51. \r\n\r\nSymbolic communication between two pigeons. (Columba livia domestics). Science,\r\n1980, 207, 543-45. (with R. Epstein [1] &amp;\r\n\r\nR. P. Lanza [2]) \r\n\r\n                                              1981\r\n\r\nCharles B. Ferster-A personal memoir. Journal of the Experimental Anaivsis of\r\nBehavior, 1981, 35, 259-61. \r\n\r\nHow to discover what you have to say-A talk to students. The Behavior Analyst, 1981,\r\n4(l), 1-7. \r\n\r\nPavlov's influence on psychology in America. Journal of the History of the\r\nBehavioral Sciences, 1981, 17, 242-45. \r\n\r\nSelection by consequences. Science, 1981, 213, 501-504. \r\n\r\n\"Self-awareness\" in the pigeon. Science, 1981, 212, 695-96. (with R. Epstein [1] &amp;\r\nR. P. Lanza [2]) \r\n\r\nThe spontaneous use of memoranda by pigeons. Behaviour Analysis Letters, 1981, 1,\r\n241-46. (with R. Epstein [1]) \r\n\r\n                                              1982\r\n\r\nContrived reinforcement. The Behavior Analyst, 1982, 5, 3-8. \r\n\r\n\"I am most concerned. . . .\" Psychology Today, May 1982, pp. 48-49. (part of\r\n\"Understanding Psychological Man: A\r\n\r\nState-of-the-Science Report,\" pp. 40-59) \r\n\r\n\"Lying\" in the pigeon. Journal of the Experimental Analysis of Behavior, 1982, 38,\r\n201-203. (with R. P. Lanza [1] &amp; J. Starr\r\n\r\n[2]) \r\n\r\nSkinner for the classroom. Champaign, IL: Research Press, 1982. (edited by R.\r\nEpstein) \r\n\r\n                                              1983\r\n\r\nA better way to deal with selection. The Behavioral and Brain Sciences, 1983, 3,\r\n377-78. \r\n\r\nCan the experimental analysis of behavior rescue psychology? The Behavior Analyst,\r\n1983, 6, 9-17. \r\n\r\nEnjoy old age: A program of self management. New York: W. W. Norton, 1983. (with M.\r\nE. Vaughan [2]) \r\n\r\nIntellectual self-management in old age. American Psychologist, 1983, 38, 239-44. \r\n\r\nA matter of consequences. New York: Knopf, 1983. \r\n\r\n                                              1984\r\n\r\nCanonical papers of B. F. Skinner. The Behavioral and Brain Sciences, 1984, 7,\r\n473-724. (edited by A. C. Catania &amp; S.\r\n\r\nHarnad, with numerous commentators; reprinted in book form under the title, The\r\nselection of consequences: The operant\r\n\r\nbehaviorism of B. F. Skinner: Comments and consequences [New York: Cambridge\r\nUniversity Press, 1988]) \r\n\r\nThe evolution of behavior. Journal of the Experimental Analysis of Behavior, 1984,\r\n41, 217-21. \r\n\r\nThe shame of American education. American Psychologist, 1984, 39, 947-54. \r\n\r\n                                              1985\r\n\r\nCognitive science and behaviourism. British Journal of Psychology, 1985, 76,\r\n291-301. \r\n\r\nNews from nowhere, 1984. The Behavior Analyst, 1985, 8, 5-14. \r\n\r\nReply to Place: \"Three senses of the word 'tact.\"' Behaviorism, 1985, 13, 75-76. \r\n\r\nToward the cause of peace: What can psychology contribute? In S. Oskamp (Ed.),\r\nInternational conflict and national public\r\n\r\npolicy issues (Applied Social Psychology Annual 6). Beverly Hills: Sage\r\nPublications, 1985, pp. 21-25. \r\n\r\n                                              1986\r\n\r\nB. F. Skinner [\"The books that have been most important. . .\"]. In C. M. Devine, C.\r\nM. Dissel, &amp; K. D. Parrish (Eds.), The\r\n\r\nHarvard guide to influential books: 113 distinguished Harvard professors discuss the\r\nbooks that have helped to shape\r\n\r\ntheir thinking. New York: Harper &amp; Row, 1986, pp. 233-34. \r\n\r\nThe evolution of verbal behavior. Journal of the Experimental Analysis of Behavior,\r\n1986, 45, 115-22. \r\n\r\nProgrammed instruction revisited. Phi Delta Kappa, 1986, 68, 103-10. \r\n\r\nSleeping in peace. Free Inquiry, Summer 1986, 6, 57. \r\n\r\nSome thoughts about the future. Journal of the Experimented Analysis of Behavior,\r\n1986, 45, 229-35. \r\n\r\nWhat is wrong with daily life in the western world? American Psychologist, 1986, 41,\r\n568-74. \r\n\r\n                                              1987\r\n\r\nA humanist alternative to A.A.'s Twelve Steps. The Humanist, July\/August 1987, 47,\r\n5. \r\n\r\nOutlining a science of feeling. The Times Literary Supplement, May 8, 1987, pp. 490,\r\n501-502. \r\n\r\nA thinking aid. Journal of Applied Behavior Analysis, 1987, 20, 379-80. \r\n\r\nUpon further reflection. Englewood Cliffs, NJ: Prentice-Hall, 1987. \r\n\r\nWhat religion means to me. Free Inquiry, Spring 1987, 7, 12-13. \r\n\r\nWhatever happened to psychology as the science of behavior? American Psychologist,\r\n1987, 42, 780-86. \r\n\r\n                                              1988\r\n\r\nA fable. The Analysis of Verbal Behavior, 1988, 6, 1-2. \r\n\r\nGenes and behavior. In G. Greenberg &amp; E. Tobach (Eds.), Evolution of social behavior\r\nand integrative levels. Hillsdale, NJ:\r\n\r\nLawrence Erlbaum Associates, 1988, pp.77-83. \r\n\r\nThe operant side of behavior therapy. Journal of Behavior Therapy and Experimental\r\nPsychiatry, 1988, 19, 171-79. \r\n\r\nSigns and countersigns. The Behavioral and Brain Sciences, 1988, 11, 466-67. \r\n\r\nA statement on punishment. APA Monitor, June 1988, p. 22. \r\n\r\nWar, peace, and behavior analysis: Some comments. Behavior Analysis and Social\r\nAction, 1988, 6, 57-58. \r\n\r\n                                              1989\r\n\r\nThe behavior of organisms at fifty. In B. F. Skinner, Recent issues in the analysis\r\nof behavior. Columbus, OH: Merrill, 1989,\r\n\r\npp. 121-35. \r\n\r\nThe behavior of the listener. In S. C. Hayes (Ed.), Rule-govemed behavior:\r\nCognition, contingencies, and instructional\r\n\r\ncontrol. New York: Plenum Press, 1989, pp. 85-96. \r\n\r\nThe initiating self. In B. F. Skinner, Recent issues in the analysis of behavior.\r\nColumbus, OH: Merrill, 1989, pp. 27-33. \r\n\r\nThe origins of cognitive thought. American Psychologist, 1989, 44, 13-18. \r\n\r\nRecent issues in the analysis of behavior. Columbus, OH: Merrill, 1989. \r\n\r\nThe school of the future. In B. F. Skinner, Recent issues in the analysis of\r\nbehavior. Columbus, OH: Merrill, 1989, pp. 85-96. \r\n\r\n                                              1990\r\n\r\nCan psychology be a science of mind? American Psychologist, 1990, 45, 1206-10. \r\n\r\nThe non-punitive society. Japanese Journal of Behavior Analysis, 1990, 5, 98-106. \r\n\r\nTo know the future. The Behavior Analyst, 1990, 13, 103-106. (published concurrently\r\nin C. Fadiman [Ed.], Living\r\n\r\nphilosophies: The reflections of some eminent men and women of our time. New York:\r\nDoubleday, 1990, pp. 193-99) \r\n\r\n                                              1993\r\n\r\nA world of our own. Behaviorology, 1993, 1, 3-5.<\/pre>\n","protected":false},"excerpt":{"rendered":"<p>BIBLIOGRAFIA CRONOL\u00d3GICA COMPLETA DE SKINNER Fonte: http:\/\/www.cemp.com.br All of the information below has been verified in the original sources (thanks to Vic Laties for additional corrections). Brackets next to the names of co-authors indicate the order in which that name appeared (from Epstein, R. [1995]. An updated bibliography of B.F. Skinner&#8217;s works. In J.T. Todd &hellip; <a href=\"https:\/\/www.ufrgs.br\/psicoeduc\/behaviorismo\/bibliografia-skinner\/\" class=\"more-link\">Continue lendo<span class=\"screen-reader-text\"> &#8220;Bibliografia de Skinner&#8221;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":1038,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"_lmt_disableupdate":"no","_lmt_disable":"","footnotes":""},"class_list":["post-2166","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/pages\/2166","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/comments?post=2166"}],"version-history":[{"count":1,"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/pages\/2166\/revisions"}],"predecessor-version":[{"id":2710,"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/pages\/2166\/revisions\/2710"}],"up":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/pages\/1038"}],"wp:attachment":[{"href":"https:\/\/www.ufrgs.br\/psicoeduc\/wp-json\/wp\/v2\/media?parent=2166"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}