Foerster H. von (1973) On constructing a reality. In: Preiser W. F. E. (ed.) Environmental design research, Vol. 2. Dowden, Hutchinson & Ross, Stroudsburg PA: 35–46. https://cepa.info/1278
Foerster H. von
(
1973)
On constructing a reality.
In: Preiser W. F. E. (ed.) Environmental design research, Vol. 2. Dowden, Hutchinson & Ross, Stroudsburg PA: 35–46.
Fulltext at https://cepa.info/1278
Glasersfeld E. von, Warner H., Pisani P., Rumbaugh D., Gill T. V. & Bell C. L. (1973) A computer mediates communication with a chimpanzee. Computers and Automation 22(7): 3–6.
Glasersfeld E. von, Warner H., Pisani P., Rumbaugh D., Gill T. V. & Bell C. L.
(
1973)
A computer mediates communication with a chimpanzee.
Computers and Automation 22(7): 3–6.
Maturana H. R. & Varela F. J. (1973) De máquinas y seres vivos. Autopoiesis: La organización de lo vivo [Of machines and living beings. Autopoiesis: The organization of the living]. Editorial Universitaria, Santiago. https://cepa.info/541
Maturana H. R. & Varela F. J.
(
1973)
De máquinas y seres vivos. Autopoiesis: La organización de lo vivo [Of machines and living beings. Autopoiesis: The organization of the living].
Editorial Universitaria, Santiago.
Fulltext at https://cepa.info/541
Piaget J. (1973) A structural foundation for tomorrow’s education. In: Piaget J. (ed.) To understand is to invent: The future of education. Grossman Publishers, New York: 1–37. https://cepa.info/4540
Piaget J.
(
1973)
A structural foundation for tomorrow’s education.
In: Piaget J. (ed.) To understand is to invent: The future of education. Grossman Publishers, New York: 1–37.
Fulltext at https://cepa.info/4540
Piaget J. (1973) The right to education in the present world. In: Piaget J. (ed.) To understand is to invent: The future of education. Grossman Publishers, New York: 39–142. https://cepa.info/4541
Piaget J.
(
1973)
The right to education in the present world.
In: Piaget J. (ed.) To understand is to invent: The future of education. Grossman Publishers, New York: 39–142.
Fulltext at https://cepa.info/4541
Powers W. T. (1973) Feedback: Beyond behaviorism. Science 179(4071): 351–356. https://cepa.info/4369
Powers W. T.
(
1973)
Feedback: Beyond behaviorism.
Science 179(4071): 351–356.
Fulltext at https://cepa.info/4369
Notes that consistent behavior patterns are created by variable acts and generally repeat only because detailed acts change. It is proposed that the accepted explanation that “cues” cause the changes is unsupported by evidence and is incapable of dealing with novel situations. The apparent purposefulness of variations of behavioral acts can be accepted in the framework of a control-system model of behavior. A control system, properly organized for its environment, will produce whatever output is required in order to achieve a constant sensed result, even in the presence of unpredictable disturbances. A control-system model of the brain provides a physical explanation for the existence of goals or purposes, and shows that behavior is the control of input rather than output. When a systematic investigation has discovered the controlled quantities, the related stimulus-response laws become trivially predictable and variability of behavior all but disappears. Within this model, behavior itself is seen as self-determined in a specific and highly significant sense that casts doubt on the ultimate feasibility of operant conditioning of human beings by other human beings.
Rosenhan D. L. (1973) On being sane in insane places. Science 179(4070): 250–258. https://cepa.info/7655
Rosenhan D. L.
(
1973)
On being sane in insane places.
Science 179(4070): 250–258.
Fulltext at https://cepa.info/7655
Excerpt: It is clear that we cannot distinguish the sane from the insane in psychiatric hospitals. The hospital itself imposes a special environment in which the meanings of behavior can easily be misunderstood. The consequences to patients hospitalized in such an environment – the powerlessness, depersonalization, segregation, mortification, and self-labeling – seem undoubtedly countertherapeutic. I do not, even now, understand this problem well enough to perceive solutions. But two matters seem to have some promise. The first concerns the proliferation of community mental health facilities, of crisis intervention centers, of the human potential movement, and of behavior therapies that, for all of their own problems, tend to avoid psychiatric labels, to focus on specific problems and behaviors, and to retain the individual in a relatively non-pejorative environment. Clearly, to the extent that we refrain from sending the distressed to insane places, our impressions of them are less likely to be distorted. (The risk of distorted perceptions, it seems to me, is always present, since we are much more sensitive to an individual’s behaviors and verbalizations than we are to the subtle contextual stimuli that often promote them. At issue here is a matter of magnitude. And, as I have shown, the magnitude of distortion is exceedingly high in the extreme context that is a psychiatric hospital.) The second matter that might prove promising speaks to the need to increase the sensitivity of mental health workers and researchers to the Catch 22 position of psychiatric patients. Simply reading materials in this area will be of help to some such workers and researchers. For others, directly experiencing the impact of psychiatric hospitalization will be of enormous use. Clearly, further research into the social psychology of such total institutions will both facilitate treatment and deepen understanding. I and the other pseudopatients in the psychiatric setting had distinctly negative reactions. We do not pretend to describe the subjective experiences of true patients. Theirs may be different from ours, particularly with the passage of time and the necessary process of adaptation to one’s environment. But we can and do speak to the relatively more objective indices of treatment within the hospital. It could be a mistake, and a very unfortunate one, to consider that what happened to us derived from malice or stupidity on the part of the staff. Quite the contrary, our overwhelming impression of them was of people who really cared, who were committed and who were uncommonly intelligent. Where they failed, as they sometimes did painfully, it would be more accurate to attribute those failures to the environment in which they, too, found themselves than to personal callousness. Their perceptions and behavior were controlled by the situation, rather than being motivated by a malicious disposition. In a more benign environment, one that was less attached to global diagnosis, their behaviors and judgments might have been more benign and effective.
Rumbaugh D. M., Glasersfeld E. von, Warner H., Pisani P., Gill T. V. & Bell C. L. (1973) Exploring the language skills of Lana Chimpanzee. International Journal of Symbology 4(2): 1–9.
Rumbaugh D. M., Glasersfeld E. von, Warner H., Pisani P., Gill T. V. & Bell C. L.
(
1973)
Exploring the language skills of Lana Chimpanzee.
International Journal of Symbology 4(2): 1–9.
Rumbaugh D., Gill T. V. & Glasersfeld E. von (1973) Reading and sentence completion by a chimpanzee. Science 182: 731–733.
Rumbaugh D., Gill T. V. & Glasersfeld E. von
(
1973)
Reading and sentence completion by a chimpanzee.
Science 182: 731–733.
Four studies revealed that a 2½/2-year-old chimpanzee (Pan), after 6 months of computer-controlled language training, proficiently reads projected word-characters that constitute the beginnings of sentences and, in accordance with their meanings and serial order, either finishes the sentences for reward or rejects them.
Rumbaugh D., Glasersfeld E. von, Warner H., Pisani P., Gill T. V. & Bell C. L. (1973) A computer-controlled language training system for investigation of language skills in young apes. Behavioral Research Methods and Instrumentation 5(5): 382–390.
Rumbaugh D., Glasersfeld E. von, Warner H., Pisani P., Gill T. V. & Bell C. L.
(
1973)
A computer-controlled language training system for investigation of language skills in young apes.
Behavioral Research Methods and Instrumentation 5(5): 382–390.