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Once the therapy goals and methods are disclosed and agreed on, the process of discovering copy processes and copy links begins. Insight about copy processes, links to IPIRs, and discovery of gifts of love is not the cure. It just marks the beginning of the therapy work. For example, when Marianne discovered that her depression was a recapitulation of the horror with her father, she was not cured of depression. All that had happened was that she had learned that she must begin to separate herself from the internalized representation of her father. She will need to go on to other steps in the treatment. Approaching Step 3, block maladaptive behaviors, she must work on no longer reflexively trying to be all things to all people so that she can protect them from her (internalized) father s rage. Approaching Step 4, she must give up that hope that someday, somehow, he will become the loving and supportive father he never was. The process of letting go of old ways and wishes is sketched in a flow diagram in Benjamin (2003), called Coming to terms, but a description of the suggested components is beyond the present scope. At Step 5, she will practice new patterns, such as taking time off to play or setting limits on her demanding children.

four-year-old But without the extrinsic reinforcement, their learning behavior deteriorated, and learning stopped In reporting this and the treatment of dyslexia (Staats, 1963; Staats & Butter eld, 1965; Staats, Finley, Minke, & Wolf, 1964; Staats & Staats, 1962), I projected a program for using these child behavior modi cation methods in studying a wide variety of children s (and adults ) problems The later development of the eld of behavior modi cation showed that this program functioned as a blueprint for the eld that later developed (The Sylvan Learning Centers also use methods similar to those of PB s reading treatments, with similar results) Let me add that I took the same approach in raising my own children, selecting important areas to analyze for the application of learning-behavior principles to improve and advance their development as well as to study the complex learning involved.

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For example, in 1960 I began working with language development (productive and receptive) when my daughter was only several months old, with number concepts at the age of a year and a half, with reading at 2 years of age I have audiotapes of this training with my daughter, which began in 1962 and extended for more than 5 years, and videotapes with my son and other children made in 1966 Other aspects of child development dealt with as learned behaviors include toilet training, counting, number operations, writing, walking, swimming, and throwing and catching a ball (see Staats, 1996) With some systematic training the children did such things as walk and talk at 9 months old; read letters, words, sentences, and short stories at 25 years of age; and count unarranged objects at 2 years (a performance Piaget suggested was standard at the age of 6 years).

The principles were also applied to the question of punishment, and I devised time-out as a mild but effective punishment, rst used in the literature by one of my students, Montrose Wolf (Wolf, Risely, & Mees, 1964) Traditional behaviorism was our background However, the research developed in Great Britain and by Wolpe and by me and a few others constituted the foundation for the eld of behavior therapy And this eld now contains a huge number of studies demonstrating that conditioning principles apply to a variety of human behavior problems, in children and adults, with simple and complex behavior There can be no question in the face of our behavior therapy evidence that learning is a centrally important determinant of human behavior The State of Personality Theory and Measurement in the Field of Behavior Therapy Behaviorism began as a revolution against traditional psychology.

The traditional behaviorist aim in analyzing psychology s studied phenomena was to show behaviorism s.

where n is the refractive index of the medium between the lens and the object, is the wavelength of light in air, and NA is the numerical aperture of the objective lens. Thus,

$1,150,200 851,600 327,400 38,200 $2,367,400

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