Biological Bases Of Behavior Research Articles

When and how to sell pleasurably painful experiences

Tourists and consumers are increasingly inclined to seek experiences that combine pleasure and pain (i.e., pleasurably painful experiences such as skydiving). Taking a novel perspective from biological basis of behavior, this research examines how preference for such experiences varies throughout the day by demonstrating the match between physiological arousal and arousal potential of such experiences. Four experiments show that to match the lower physiological arousal in the morning (vs. evening), consumers prefer less pleasurably painful experiences (i.e., less stimulating experiences). However, using fast-tempo music, hedonic framing that emphasizes pleasure or low color saturation imagery can attenuate proposed time-of-day variation by either increasing physiological arousal or reducing the potential arousal of such experiences to create an arousal match in the morning.

Evolution of clinical neuropsychology: Four challenges

Quantitative and evidence-based approaches fail to capture “the whole person,” neglect the important contributions of nonquantitative variables to understanding behavior, and have limitations when assessing individuals who fall outside traditional normative groups. The emphasis on quantitative and evidence-based practices is one challenge facing the profession. The lack of consensual definitions for various domains of interest is a second challenge, because it hinders research, poses communication challenges, and impedes the accumulation of knowledge about human behavior. A third challenge the profession faces is an overemphasis on the biological basis of behavior. Finally, the forth challenge is the impact of technology on practice. Since the 1970s, there has been a rapid advance in our ability to investigate the brain, resulting in a significant increase of information about brain functioning, making it difficult for clinicians to stay abreast of changes in the field. Advances in technology have resulted in “assessments” being completed by nonpsychologists. To place these and related challenges in context, a brief review of the history of assessment and efforts to investigate brain functioning will be presented. It is suggested that failure to meet these challenges will contribute to the demise of the profession. Suggestions for meeting these challenges are offered.

Evaluating Components of Behavior-Analytic Training Programs.

This study investigates the consistency of behavior-analytic training with the Behavior Analysis Certification Board's task list. A survey about the content of behavior-analytic training programs was sent to Behavior Analyst Certification Board (BACB)-approved training program directors. There were many program directors that felt particular areas do not have sufficient coverage (e.g., Behavioral Pharmacology, Biological Bases of Behavior, Organizational Behavior Management), and several program directors reported that their course sequence does not adequately prepare students in basic research. Results suggest that the evaluation of behavior-analytic training content may be warranted.

Scientific research in school psychology: Leading researchers weigh in on its past, present, and future

A survey of established researchers in school psychology was conducted to reflect on the state of the science of school psychology research. A total of 54 members of the Society for the Study of School Psychology shared their perceptions of (a) the most significant findings of the past 25years that have influenced research and practice in school psychology, (b) current, exciting research topics, and (c) topics that are likely to guide the future of research in school psychology. Qualitative analyses revealed 6 major categories and 17 minor categories within the major categories. Four major categories were present across each of the three time periods: (a) Data-Informed Practices and their Implementation, (b) Theory Development, (c) Changing Role and Function, and (d) Biological Bases of Behavior. Additional major categories included Advances in Research Methodology and Psychometrics (found across past and present time periods) and There is Not One Single Most Important Idea (found during only the past time period). Quotations are provided to illustrate these categories and share the respondents' ideas in their own words.

Evolution and Culture

The goal of cross-cultural psychology to identify and explain similarities and differences in the behavior of individuals in different cultures requires linking human behavior to its context (Cole, Meshcheryakov & Ponomariov, 2011). In order to specify this relation, the focus is usually on the sociocultural environment and how it interacts with behavior. Since crosscultural psychology also deals with the evolutionary and biological bases of behavior, this focus on culture has regularly led to an unbalanced view (Berry, Poortinga, Breugelmans, Chasiotis & Sam, 2011). Too often, biology and culture are seen as opposites: what is labeled as cultural is not biological and what is labeled as biological is not cultural (Chasiotis, 2010, 2011a). This article will first introduce the central concepts of natural and sexual selection, adaptation, and the epigenetic (open) genetic processes in evolutionary biology, and indicate their psychological implications. It will then argue that biology and culture are intricately related. Finally, empirical evidence from diverse psychological research areas will be presented to illustrate why the study of the evolutionary basis is as essential as the analysis of the sociocultural context for the understanding of behavior. Due to space restrictions, cultural transmission will be the only research area which is addressed in more detail (more examples of evolutionary approaches in intelligence, personality, and behavior genetics and their implications for cross-cultural research can be found on the website accompanying Berry et al., 2011; see also further readings section). Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. This article is available in Online Readings in Psychology and Culture: http://scholarworks.gvsu.edu/orpc/vol9/iss1/1 The goal of cross-cultural psychology to identify and explain similarities and differences in the behavior of individuals in different cultures requires linking human behavior to its context (Cole, Meshcheryakov & Ponomariov, 2011). In order to specify this relation, the focus is usually on the sociocultural environment and how it interacts with behavior. Since cross-cultural psychology also deals with the evolutionary and biological bases of behavior, this focus on culture has regularly led to an unbalanced view (Berry, Poortinga, Breugelmans, Chasiotis & Sam, 2011). Too often, biology and culture are seen as opposites: what is labeled as cultural is not biological and what is labeled as biological is not cultural (Chasiotis, 2010, 2011a). This article will first introduce the central concepts of natural and sexual selection, adaptation, and the epigenetic (open) genetic processes in evolutionary biology, and indicate their psychological implications. It will then argue that biology and culture are intricately related. Finally, empirical evidence from diverse psychological research areas will be presented to illustrate why the study of the evolutionary basis is as essential as the analysis of the sociocultural context for the understanding of behavior. Due to space restrictions, cultural transmission will be the only research area which is addressed in more detail (more examples of evolutionary approaches in intelligence, personality, and behavior genetics and their implications for cross-cultural research can be found on the website accompanying Berry et al., 2011; see also further readings section). Basic concepts of evolutionary biology

Effects of gender and personality on the Conners Continuous Performance Test

A total of 91 university community participants were evaluated on the five personality factors (NEO–Five Factor Inventory; NEO-FFI) and with the Conners Continuous Performance Test (CPT). Gender differences for the Conners CPT variables were found such that the men were faster and less variable in their reaction times than the women, and the women were more sensitive in terms of signal detection and conservative in their responses than the men, consistent with the data reported by Conners, Epstein, Angold, and Klaric (2003) for a normative sample of 9–18 year olds. Interesting relationships between personality factors and the CPT variables were seen for the male and female groups, especially in terms of response style and vigilance. For the combined genders, higher vigilance was associated with higher neuroticism, lower extraversion, and lower agreeableness. Lower conscientiousness was associated with a more risk-taking/less conservative response bias. The men were more vigilant than the women, and for the men, this higher vigilance was related to lower conscientiousness, with trends for relationships with greater neuroticism and lower agreeableness. In the women, higher vigilance was related to lower extraversion, consistent with other studies. Men who were more extraverted also tended to be less conservative/more risk taking in their response style. A more risk-taking response style in women was associated with higher neuroticism, higher openness, and lower conscientiousness. The findings are interpreted in terms of underlying biological bases of behavior.

Neuroscience Applications in Marital and Family Therapy

Historically, family therapists have relied on counseling theory and the social sciences to understand the dynamics of family relationships. These sources have been helpful, but the solutions to many problems in therapy remain elusive. This article addresses the importance of a basic understanding of neuroscience in marital, couple, and family therapy training and practice. It examines the biological and physiological processes underlying emotions, memory, and neurochemistry, and emphasizes their impact on behavior. The therapeutic benefits of movement and music are also addressed. Only with a thorough understanding of the social and biological bases of behavior will family therapists and other mental health professionals be adequately prepared to assist in finding solutions to the difficult problems encountered in family therapy. Neuroscience is an indispensable source of information and should be a part of each therapist’s academic preparation, continuing education, and lifelong learning.

THE IMPERIALISM OF IN A NONWESTERN CULTURE

General psychology includes many areas of investigation: biologicalbases of behavior, sensation and perception, consciousness andattention, motivation and emotion, conditioning, learning, cognition,language, thinking, remembering and forgetting, intelligence, and personality.During the first half of the twentieth century, psychologistsclassified themselves as structuralists, functionalists, behaviorists,gestaltists, psychoanalysts, existentialists, humanists, or cognitivists.Today, such classifications are little used in the West. If one looks at thepublications of the American Psychological Association and the BritishPsychological Society, psychologists classify themselves according totheir fields or specific topic of hterest, such as social psychology,developmental psychology, abnormal psychology, psychotherapy,counseling, occupational psychology, psychometrics, media, women,and so on. Several tools are used in psychology to study behavior,among them surveys, questionnaires, interviews, observations, experiments,and tests.Psychology is defined as the scientific study of human behavior, andits theories and methods are considered scientific and universal.According to this understanding, there are four important terms that need ...

Introduction: Applied Ethology and Poultry Science

As a scientific discipline, the study of the biological basis of behavior in animals, ethology, is comparatively new. Ethologists have traditionally conducted primarily observational studies designed to ascertain the evolutionary significance of behaviors in wild animals. There is, however, a growing branch of ethology that is concerned with the application of ethological principles to areas such as the management and welfare of economically important species like poultry. Because of the complexity of the causation and expression of behaviors in animals, it is particularly important that such studies be rigorously designed and analyzed. The purpose of this symposium was to stimulate interest in the study of poultry behavior and welfare, and to provide information about current methodology in ethology.

Review: The Biological Basis of Behavior, by Neil Chalmers, Roberta Crawley, and Steven P. R. Rose

Book Review| February 01 1973 Review: The Biological Basis of Behavior, by Neil Chalmers, Roberta Crawley, and Steven P. R. Rose The Biological Basis of BehaviorNeil ChalmersRoberta CrawleySteven P. R. Rose Margaret L. Watson Margaret L. Watson Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1973) 35 (2): 102. https://doi.org/10.2307/4444238 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Margaret L. Watson; Review: The Biological Basis of Behavior, by Neil Chalmers, Roberta Crawley, and Steven P. R. Rose. The American Biology Teacher 1 February 1973; 35 (2): 102. doi: https://doi.org/10.2307/4444238 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1972 National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

An Integrated Approach to Behaviour—Biological Bases of Behaviour—An Open University Post-Experience Course

An Integrated Approach to Behaviour—Biological Bases of Behaviour—An Open University Post-Experience Course

The Biological Bases of Behavior and Some Implications for Political Science

In what must surely rank as one of the strangest episodes in the entirehistory of science, two generations of our immediate forebears in the social sciences managed virtually to ignore the “Darwinian” theory of biological evolution and to exclude from their purview any sustained consideration of the role of biological factors in the shaping of human behavior.

Review: Psychobiology: The Biological Basis of Behavior, Scientific American, by W. H. Freeman

Book Review| April 01 1969 Review Psychobiology: The Biological Basis of Behavior, Scientific AmericanW. H. Freeman The American Biology Teacher (1969) 31 (4): 268. https://doi.org/10.2307/4442544 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review. The American Biology Teacher 1 April 1969; 31 (4): 268. doi: https://doi.org/10.2307/4442544 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1969 The National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

McGuigan, F. J. Biological basis of behavior: A program. Englewood Cliffs, New Jersey: Prentice‐Hall, Inc., 238 p. $3.95

Science EducationVolume 52, Issue 5 p. 515-515 Book Review McGuigan, F. J. Biological basis of behavior: A program. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 238 p. $3.95 First published: December 1968 https://doi.org/10.1002/sce.3730520592AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume52, Issue5December 1968Pages 515-515 RelatedInformation

Psychobiology, The Biological Bases of Behavior, Readings from the Scientific American

Psychobiology, The Biological Bases of Behavior, Readings from the Scientific American

Book Reviews

Psychobiology: The Biological Bases of Behavior Pp. 382, illustrated. New York: Scientific American, 1967. 70s. (cloth), 40s. (paper). Reviewed by O. Lowenstein Organisation in Plants W. M. M. BARON Pp. vi+218, 117 figs. London: Edward Arnold Ltd., 2nd ed., 1967.18s. (paper), 30s. (boards). Reviewed by J. W. Hannay A First Biology ERIC SPRINGTHORPE Pp. 103. London: Longmans, Green & Co. Ltd., 1967. 10s. 6d. Reviewed by J. A. Barker The Biology of Lichens MASON E. HALE, JR. Pp. viii + 176, 60 figs, 15 plates. London: Edward Arnold Ltd., 1967. 42s. Reviewed by K. A. Kershaw Experiments in the Study of Biology J. J. W. BAKER, G. E. ALLEN, E. GAGE and S. K. WEBSTER Pp. 58. London: Addison-Wesley, 1967. Reviewed by C. F. Stoneman Microbiological Methods C. H. COLLINS Pp. xii+404, illustrated. London: Butterworths, 2nd ed. 1967. 62s. Reviewed by N. J. Butler The New Microbiology Ed. JOHN E. FLYNN New York: McGraw Hill Book Co., 1966. Reviewed by W. Howard Hughes ,i>Pergamon Programmed Texts Introduction to Genetics: Science of Heredity A. J. S. MCMILLAN Pp. 410, 64 figs, 6 plates. 1966. J. Audrey Stretch An Introduction to Biochemistry Vol. 1 A. J. S. MCMILLAN Pp. 208. 1966. J. Audrey Stretch Biology, Vol. 1 A. VERRINDER Pp. 274, 126 figs. 1966. Oxford: Pergamon Press. Commonwealth and International Library. 25s. (flexi-cover), 35s. (hard cover). J. Audrey Stretch Grasses JAMES GROVES Published by the School Natural History Society, 1966, and obtainable from M. J. Wootton, Esq., 19A King's Gardens, Cranham, Upminster, Essex. 3s. Biology Teaching in Schools Involving Experiment or Demonstration with Animals or with Pupils Compiled by J. J. BRYANT The Association for Science Education, 1967. 2s. 9d. Handbook of Marine Biology for Borth, Cardiganshire A compilation of results and work completed by members of King Edward's School, Birmingham. Obtainable from the School. 6s. 6d. Clarendon Biographies (16) Charles Darwin R. C. OLBY Pp. 64, 3 figs, 12 plates. London; Oxford University Press, 1967. 9s. 6d. (boards), 5s. (limp). New Questions in O-Level Biology (Book 2) Plants and Invertebrates J. J. HEAD Pp. 70, illustrated. London: Oliver & Boyd, 1967. 6s. (Teachers' guide. Pp. 32. 5s.) Revision Exercises in Biology J. D. MAUNDER and C. JOHNSTON Pp. xiii + 130, illustrated. Oxford: Pergamon Press, 1967. 8s. 6d.