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Francis Mechner : ウィキペディア英語版 | Francis Mechner
Francis Mechner is an American research psychologist best known for having developed and introduced (in 1959) a formal symbolic language〔Mechner, F. (1959). A notation system for the description of behavioral procedures. ''Journal of the Experimental Analysis of Behavior, 2'', 133-150.〕〔Mechner, F. (1961). ''Programming for Automated Instruction''. New York: Basic Systems.〕〔Weingarten, K. & Mechner, F. (1966). A notation system for the analysis of social interaction. In T. Verhave (Ed.), ''Readings in the Experimental Analysis of Behavior'' (pp. 447-459). New York: Appleton Century Crofts.〕 for the codification and notation of behavioral contingencies that he has applied to various fields including economics, education, environmental impact, business management, biology, clinical applications, law, and the analysis of macroeconomic and financial phenomena.〔Mechner, F. (2008). Behavioral contingency analysis. ''Behavioural Processes, 78'', 124-144.〕〔Mechner, F. (2009). Analyzing variable behavioral contingencies: Are certain complex skills homologous with locomotion? ''Behavioural Processes, 81'', 316-321.〕〔Mechner, F. (2010). Anatomy of deception: a behavioral contingency analysis. ''Behavioural Processes, 84'', 516-520.〕〔Mechner, F. (2011). Why behavior analysis needs a formal symbolic language for codifying behavioral contingencies. ''European Journal of Behavior Analysis, 12'', 93-104.〕 Mechner is also known for a variety of contributions in instructional technology and in basic research on learning. == Relationship with Columbia University == Mechner received his PhD in 1957 at the Columbia University Department of Psychology under Professors F. S. Keller and William N. Schoenfeld.〔Mechner, F. (1958). Probability relations within response sequences under ratio reinforcement. ''Journal of the Experimental Analysis of Behavior 1'': 109-21.〕〔Mechner, F. (1958). Sequential dependencies of the lengths of consecutive response runs. ''Journal of the Experimental Analysis of Behavior 1'': 229-33.〕 As a member of the Department’s teaching faculty from 1955 to 1960 he developed and taught a novel type of laboratory course in experimental psychology in which the students learned to design and conduct experiments on learning, perception, and concept formation, and to analyze and interpret data. He taught two sections of that course—one for Columbia Teachers’ college graduate students and one for Columbia graduate and undergraduate students.
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