Murray Sidman: Vários Escritos

MURRAY SIDMAN
VÁRIOS ESCRITOS
Organização
Meca Andrade
MURRAY SIDMAN VÁRIOS ESCRITOS


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MURRAY SIDMAN
VÁRIOS ESCRITOS (1949 – 2012)
Organização: Meca Andrade • 2020
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Textos: Murray Sidman
Organização: Meca Andrade
Projeto gráfico, capa e paginação: Carolina Andrade
Os textos desta coletânea foram compartilhados por Murray Sidman durante os anos em que o autor foi orientador acadêmico e amigo pessoal de Paula Braga-Kenyon e Meca Andrade. Este material não tem quaisquer objetivos comerciais, tendo o propósito exclusivo de organizar e divulgar parte importante da obra do autor. Direitos pelos trabalhos aqui disponibilizados são protegidos pelas leis de direitos autorais, sendo expressamente proibida sua reprodução.


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A FEW LESSONS LEARNED FROM MURRAY SIDMAN
Paula Braga-Kenyon*1, Meca Andrade*2 and Shawn Kenyon*3
*1 Kadiant, *2 Grupo Metodo, *3 Palm Springs Unified School District
We are honored to share this testimony regarding Murray Sidman, who many of you may know as Dr. Sidman, the author of Tactics of Scientific Research, Coercion and its Fallout, and well known for his work in avoidance, errorless learning, and stimulus equivalence.
Dr. Sidman was a renowned and respected scientist. The sum of his knowledge can be discovered within a large collection of journals and books. It is not the intent of this testimony to discuss Dr. Sid- man’s scientific contribution to our field, but rather to touch on how he personally influenced each of us and many others who had the privilege of knowing him before and after us. Hence, we will refer to Dr. Sidman, from here on, as Murray.
We were first influenced by Murray when we read his article Func- tional Analysis of Emergent Verbal Classes (1986), sometime in
the early 90’s. That paper inspired us – in our teens at the time- to engage in a discussion on the theoretical implications of an ex- panded unit of analysis – to four or more terms- on describing and predicting behavior. Although Murrays main goal on that paper was to provide grounds to account for behavior not directly taught, as it was called by the research in stimulus equivalence, our discussion took a whole different direction: as we increase the unit of analysis


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– to potentially an infinite extent- how will we account for behavioral variability, or how will treat variability, what happens to probability in behavior analysis? A few months later, we found ourselves present- ing our thesis, as undergraduate students, at the First International Convention on Behaviorism and Sciences of Behavior, organized by Dr. Peter Harzen in 1992 in Guadalajara, MX. Among the attendees, sitting in front row, were Murray and Rita Sidman,. Also in the room, Fred Keller, and his wife Francis, William Shoenfeld, Maria Amelia Matos, our professors Tereza Serio, and Maria Amalia Andery, Peter Harzen, and Ullin Place, and many other prestigious researchers in behavior analysis. The first lesson we learned from Murray at that moment was to accept feedback and take it as a learning opportu- nity. Murray thought we were “brave”, “curious”, and “ courageous”. He, not once, responded negatively to our analysis. We now know why, he is brilliant and his model of describing complex behaviors of course was right on.
Following that event, Murray encouraged us to move from Brazil to the USA to continue studying under his mentorship, so we moved to be his Master’s students at Northeastern University. With that invi- tation and the acceptance of it, we found ourselves starting a career in applied behavior analysis. We moved to the US in 1996 and one of our first experiences was encountering Americans who won- dered, with reason, how we would survive (e.g., work, obtain a Mas- ter’s degree, complete a successful grocery or liquor store visit, etc). We barely spoke English, knew nothing about American culture and less so on how to work with adults diagnosed with severe Autism. Murray, not once, but many times, defended us, invested on us and demonstrated his believe that we would be successful. We learned


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second lesson then, a student never fails; a student is as successful as his/her mentor.
Later we decided to go crazy ways in life. Murray always supported ad often commented that “this may not be the best way”... teaching us another lesson and highlighting that we, at times, were taking paths he may not have chosen. Understanding the consequences is the essence of responsibility.
These are only a few of the thousands of lessons we and many of you have learned from Murray! We are touched and changed by them, we are privileged for having spent an important part of our lives near Murray, and we are sure people will continue to learn from him years to come.
References:
Coercion and its Fallout
Functional Analysis of Emergent Verbal Classes (1986) Tactics of Scientific Research


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“Diplomacia coercitiva nos torna um perdedor final. Reforçamento positivo poderia
não funcionar, mas não pode piorar.”
MURRAY SIDMAN
Casal Sidman com Meca Andrade e Paula Braga-Kenyon Acervo Meca Andrade
Rita Sidman e Murray Sidman Acervo Meca Andrade
Behavior Analysis History


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“Punimos crimes mas apenas toleramos a legalidade.”
“Se o futuro pudesse controlar o presente,
a ciência seria impossível.”
“A consciência das consequências é a essência da responsabilidade.”
Portal Comporte-se
Murray Sidman e Vincent Strully, Atlanta 1993 Acervo Meca Andrade
Meca Andrade e Paula Braga-Kenyon com M. Sidman Acervo Meca Andrade
Association for Behavior Analysis International


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SUMÁRIO
Sidman, M. (1949). THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDI- TIONING. . . . 17
Sidman, M. (1950). FIRST SEMINAR REPORT. . . . 45
Sidman, M. (1953). AVOIDANCE CONDITIONING WITH BRIEF SHOCK AND NO EXTEROCEPTIVE “WARNING SIGNAL” THE EFFECTS OF TWO TEMPORAL PARAMETERS UPON MAINTENANCE OF AVOIDANCE BEHAVIOR BY THE WHITE RAT. . . . 47
Sidman, M. (1952). A NOTE ON FUNCIONAL RELATIONS OBTAINED FROM GROUP DATA. . . . 119
Sidman, M. (1953). AVOIDANCE CONDIDIONING WITH BRIEF SHOCK AND NO ESTEROCEPTIVE WARNING SIGNAL. . . . 127
Sidman, M. (1954). DELAYED PUNISHMENT EFFECTS MEDIATED BY COMPETING BEHAVIOR. . . . 131
Sidman, M. (1954). THE TEMPORAL DISTRIBUTION OF AVOIDANCE RESPONSES. . . . 137 Sidman, M. (1955). ON THE PEERSISTENCE OF AVOIDANCE BEHAVIOR. . . . 143
Sidman, M. (1955). SOME PROPERTIES OF THE WARNING STIMULUS IN AVOIDANCE BEHAVIOR. . . . 149
Sidman, M. (1955). TECHNIQUE FOR ASSESSING THE EFFECTS OF DRUGS ON TIMING BEHAVIOR. . . . 159
Sidman, M. (1956). VERPLANCK’S ANALYSIS OF SKINNER. . . . 163
Conrad, D., & Sidman, M. (1956). SUCROSE CONCENTRATION AS REINFORCEMENT FOR LEVER
PRESSING BY MONKEYS. . . . 167
Sidman, M. (1956). DRUG-BEHAVIOR INTERACTION. . . . 173
Boren, J. J., & Sidman, M. (1957). MAINTENANCE OF AVOIDANCE BEHAVIOR WITH INTERMITTENT SHOCKS. . . . 197
Sidman, M. (1958). SOME NOTES ON “BURSTS” IN FREE-OPERANT AVOIDANCE EXPERIMENTS. . . . 207
Sidman, M. (1958). BY-PRODUCTS OF AVERSIVE CONTROL. . . . 215 Sidman, M. (1959). BEHAVIORAL PHARMACOLOGY. . . . 233
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Sidman, M. (1960). NORMAL SOURCES OF PATHOLOGICAL BEHAVIOR. . . . 253
Sidman, M. (1961). STIMULUS GENERALIZATION IN AN AVOIDANCE SITUATION. . . . 263
Sidman, M. (1962). CLASSICAL AVOIDANCE WITHOUT A WARNING STIMULUS. . . . 277
Sidman,M. (1962). AN ADJUSTING AVOIDANCE SCHEDULE. . . . 287
Sidman, M. (1962). OPERANT TECHNIQUES. . . . 295
Sidman, M. (1962). REDUCTION OF SHOCK FREQUENCY AS REINFORCEMENT FOR AVOIDANCE BEHAVIOR. . . . 335
Sidman, M. (1964). ANXIETY. . . . 347
Sidman, R. L., & Sidman, M. (1965). NEUROANATOMY. . . . 355
Sidman, M., & Fletcher, F. G. (1968). A DEMONSTRATION OF AUTO-SHAPING WITH MONKEYS. . . . 357
Sidman, M. (1969). THE LAVERS HALL PROJECT (unpubl.). . . . 361 Sidman, M. (1971). THE BEHAVIORAL ANALYSIS OF APHASIA. . . . 431
Sidman, M. (19
71). READING AND AUDITORY-VISUAL EQUIVALENCES. . . 443
Stoddard, L. T., & Sidman, M. (1971). THE REMOVAL AND RESTORATION OF STIMULUS CONTROL. . . . 455
Stoddard, L. T., & Sidman, M. (1971). STIMULUS CONTROL AFTER INTRADIMENTIONAL DISCRIMI- NATION TRAINING. . . . 469
Leicester, J., Sidman, M., Stoddard, L. T., & Mohr, J. P. (1971). THE NATURE OF APHASIC RESPONSES. . . . 481
Kirshner, H., & Sidman, M. (1972). SCANNING PATTERNS IN APHASIC PATIENTS DURING MATCH- ING-TO-SAMPLE TESTS. . . . 497
Sidman, M., & Kirk, B. (1974). LETTER REVERSALS IN NAMING, WRITING AND MATCHING TO SAM- PLE. . . . 505
Constantine, B., & Sidman, M. (1975). ROLE OF NAMING IN DELAYED MATCHING TO SAMPLE. . . . 517
Mohr, J. P., & Sidman, M. (1975). APHASIA: BEHAVIORAL ASPECTS. . . . 529 Sidman, M. (1976). REMARKS. Behaviorism. . . . 551
Sidman, M. (1977). REMARKS. Behaviorism. . . . 555


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Sidman, M. (1977). REMARKS. Behaviorism. . . . 559
Sidman, M. (1978). REMARKS. Behaviorism. . . . 563
Sidman, M. (1979). REMARKS. Behaviorism. . . . 569
Sidman, M., Terman, M., & Soares, C. Eds. (1980). INTERACT WITH PSYCOLOGY 2. . . . 575
Sidman, M. (1980). A NOTE ON THE MESUREMENT OF CONDITIONAL DISCRIMINATION. . . . 577 Sidman, M. (1981). REMARKS. Behaviorism. . . . 583
Sidman, M. (1985, ERRORLESS LEARNING AND ITS SIGNIFICANCE FOR TEACHING THE MENTALLY HANTICAPPED. . . . 587
Sidman, M. (1987). TWO CHOICES ARE NOT ENOUGH. . . . 611 Sidman, M. (1989). AVOIDANCE AT COLUMBIA. . . . 621
Sidman, M. (1989; revised 2000). COERCION AND ITS FALLOUT. Boston- Authors Cooperative. . . . 627
Sidman, M. (1990). TACTICS: IN REPLY... . . . 629
Stikeleather, G., & Sidman, M. (1990). AN INSTANCE OF SPURIOUS EQUIVALENCE RELATIONS. . . .
641
Arntzen, E., & Sidman, M. (1991). Interview- SOCIETY NEEDS NEW DIRECTIONS. . . . 653
Sidman, M. (1992). ABOUT COERCION AND ITS FALLOUT. . . . 657
Sidman, M. (1993). REFLECTIONS ON BEHAVIOR ANALYSIS AND COERCION. . . . 663
Sidman, M. (1996). FRED S. KELLER: REMEMBERINGS. . . . 675
Sidman, M. (1997). EQUIVALENCE: A THEORETICAL OR A DESCRIPTIVE MODEL? . . . 683
Sidman, M. (1997). EQUIVALENCE RELATIONS. . . . 705
Sidman, M. (1999). COERCION IN EDUCATIONAL SETTINGS. Behaviour Change, 16, 79-88.pdf. . . . 715
Sidman, M. (2000). EQUIVALENCE RELATIONS AND THE REINFORCEMENT CONTINGENCY. . . . 727
Sidman, M. (2000). APPLIED BEHAVIOR ANALYSIS: BACK TO BASICS. . . . 749 Sidman, M. (2001). SAFE PERIODS BOTH EXPLAIN AND NEED EXPLAINING. . . . 773, Sidman, M. (2002). NOTES FROM THE BEGINNING OF TIME. . . . 779


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Sidman, M. (2003). INTRODUCTION: TERRORISM AS BEHAVIOR. . . . 791
Sidman, M. (2004). THE ANALYSIS OF HUMAN BEHAVIOR IN CONTEXT. . . . 799
Sidman, M. (2005). MEETING THE WORLD HALFWAY. . . . 807
Sidman, M. (2006). THE DISTINCTION BETWEEN POSITIVE AND NEGATIVE REINFORCEMENT: SOME ADDITIONAL CONSIDERATIONS. . . . 811
Sidman, M. (2006). FRED S. KELLER, A GENERALIZED CONDITIONED REINFORCER. . . . 817 Sidman, M. (2007). THE ANALYSYS OF BEHAVIOR: WHAT’S IN IT FOR US? . . . 827
Sidman, M. (2008). SYMMETRY AND EQUIVALENCE RELATIONS IN BEHAVIOR. . . . 837 Sidman, M. (2008). REFLECTIONS ON STIMULUS CONTROL. . . . 849
Sidman, M. (2009). EQUIVALENCE RELATIONS AND BEHAVIOR: AN INTRODUCTORY TUTORIAL. . . . 859
Sidman, M. (2009). AN INTERVIEW WITH DR. MURRAY SIDMAN. . . . 873
Holth, P. (2010) A RESEARCH PIONEER’S WISDOM: AN INTERVIEW WITH DR. MURRAY SIDMAN. . .
. 875
Sidman, M. (2010). ERRORLESS LEARNING AND PROGRAMMED INSTRUCTION: THE MYTH OF
LEARNING CURVE. . . . 895
Sidman, M. (2011). REMARKS ON RESEARCH TACTICS AND PHILOSOPHY OF SCIENCE. . . . 911 Sidman, M. (2011). REPLY TO COMMENTARIES ON “REMARKS” COLUMNS. . . . 915
Sidman, M. (2012). INSOLVED PUZZLES: WHERE TO FIND THEM? . . . 933
Sidman, M. (2012). WHY MATHEMATICAL TREATMENTS OF OPERANT BEHAVIOR? . . . 939


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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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THE EFFECT ON A DISCRIMINATION OF A RETURN TO PERIODIC RECONDITIONING
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FIRST SEMINAR REPORT
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FIRST SEMINAR REPORT
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AVOIDANCE CONDITIONING... THE EFFECTS OF TWO TEMPORAL PARAMETERS...
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AVOIDANCE CONDITIONING... THE EFFECTS OF TWO TEMPORAL PARAMETERS...
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