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Featured researches published by Andrew S. Winston.


Behavior Analyst | 1985

Behavior Analytic Studies of Creativity: A Critical Review

Andrew S. Winston; Joanne E. Baker

Studies that treat creativity as operant behavior were critically reviewed. Of the twenty studies, most met minimal requirements for methodological adequacy; all provided at least some evidence for increased creative responding. Major difficulties involved potential confounds between instructions and contingencies, lack of an independent record of the training interaction, lack of social validation data, and very limited evidence for generalization. Several issues were discussed: problems in the behavioral definition of creativity, objections to the use of contingent reinforcement, and the need for empirical analysis of the creative process.


Teaching of Psychology | 1988

CAUSE and EXPERIMENT in Introductory Psychology: An Analysis of R. S. Woodworth's Textbooks.

Andrew S. Winston

This article analyzes the emerging notion of experimental method and its relationship to causality in the various editions of R. S. Woodworths (1921, 1929, 1934, 1940; Woodward & Marquis, 1947) widely used introductory psychology textbook. Beginning with the 1934 edition, experiment was defined as manipulating an independent variable, while holding all other variables constant, and observing the effects on a dependent variable. By the 1940 edition, Woodworth implied that experiments of this type reveal causes, but other methods of inquiry do not. Woodworths view of experiment and cause and his use of the terms independent and dependent variables appear to be the prototype for later textbooks. The context and implications of these changes are briefly discussed.


Journal of The History of The Behavioral Sciences | 1996

“As his name indicates”: R. S. Woodworth's letters of reference and employment for jewish psychologists in the 1930s

Andrew S. Winston

Letters of reference from Robert S. Woodworth identified some psychologists as Jews and reveal an implicit stereotype of Jewish “objectionable traits.” I examine these conceptions of “Jewish character” in the context of Woodworths general views on individual differences and in the broader context of Jewish immigration to America and enrollment at Columbia University in the early 1900s. Constructing the exclusion of Jews from academic psychology in terms of the personality and social behavior of the individual and dividing of Jews into “acceptable” and “unacceptable” allowed for a face-saving gloss on the generally antisemitic hiring practices in 1930s American academia.


Human Development | 1982

Behavior Analysis and Developmental Psychology

Edward K. Morris; Daniel E. Hursh; Andrew S. Winston; Donna M. Gelfand; Donald P. Hartmann; Hayne W. Reese; Donald M. Baer

Relationships between the fields of behavior analysis and developmental psychology are examined. First, the influence of behavior-analytic research within developmental psychology is surveyed. In the


Journal of Social Distress and The Homeless | 1996

The context of correctness: A comment on rushton

Andrew S. Winston

According to Philippe Rushton, the “equalitarian fiction,” a “scientific hoax” that races are genetically equal in cognitive ability, underlies the “politically correct” objections to his research on racial differences. He maintains that there is a taboo against race unequaled by the Inquisition. I show that while Rushton has been publicly harassed, he has had continuous opportunities to present his findings in diverse, widely available, respectable journals, and no general suppression within academic psychology is evident. Similarly, Henry Garrett and his associates in the LAAEE, dedicated to preserving segregation and preventing “race suicide,” disseminated their ideas widely, although Garrett complained of the “equalitarian fiction” in 1961. Examination of the intertwined history ofMankind Quarterly, German Rassenhygiene, far right politics, and the work of Roger Pearson suggests that some cries of “political correctness” must be viewed with great caution.


Empirical Studies of The Arts | 1995

Simple Pleasures: The Psychological Aesthetics of High and Popular Art

Andrew S. Winston

Popular Art, typically rejected by high art patrons, consists of technically skilled but sentimentalized images of wildlife, country life, and family life. Major themes and features of popular art are discussed. In a series of studies, viewers without art background focused on warm, pleasant feelings to justify choice of popular images, whereas experienced viewers focused on the structure of the work to justify preference for high art images. Preference for popular art was associated with the general belief that good art provides immediate pleasure to a wide audience. The ways in which popular art violates high art rules, such as the requirement for disinterested contemplation, are outlined.


Theory & Psychology | 2018

Neoliberalism and IQ: Naturalizing economic and racial inequality

Andrew S. Winston

How did IQ become an important means of naturalizing economic and racial inequality and supporting neoliberal visions of a fully privatized, free market society? I show how post-WWII neoliberals and libertarians could employ ideas of “innate intelligence” to promote the reduction of government funding of social programs. For extreme libertarian economist Murray Rothbard, inequality among individuals and ethnicities was self-evident from human history and the a priori examination of the “natural order,” but IQ data could also be employed in the fight against “egalitarianism.” Any attempt to interfere in this “natural order,” such as civil rights legislation, was viewed as inherently evil. For libertarian Charles Murray and more mainstream neoliberals such as Milton Friedman, empirical research on intelligence was an effective means of influencing public perception and policy on welfare, affirmative action, and immigration. I discuss recent work on “national intelligence” in relation to neoliberal projects and enduring fears regarding reproduction and family.


Psychological Reports | 2000

On the presentation and interpretation of international homicide data

Andrew S. Winston; Michael Peters

Whitney in 1995 argued that White groups around the world have relatively low homicide rates compared to Black groups. He used the presumed similarity of homicide rates of White groups to argue for the importance of genetic factors and the unimportance of sociocultural factors in explaining group differences. We show that for Europeans, Whitney added two categories from United Nations data: homicide and death from a variety of other causes. For the U.S. White group, Whitney presented only homicide rates, thus making it appear as if Europeans have homicide rates comparable to those in the USA, when European rates are in fact considerably lower. The importance of careful scholarship in this area is emphasized.


Psychological Record | 1978

Experimental Analysis of Admission of Cheating: An Exploratory Study

Andrew S. Winston

The effect of social and material consequences for admission of cheating was examined in an exploratory study using a within-subjects, reversal design. Three grade-school boys worked arithmetic problems, and were asked on selected trials whether or not they had cheated. Adult praise increased admission of cheating only when it was accompanied by extra token reinforcement. When the adult used a combination of praise and punishment, the children continued to cheat on nearly all trials, but no longer admitted doing so. The results are discussed in terms of adult strategies for dealing with unobserved prohibited behavior and other situational parameters which might affect admission of wrongdoing.


Perceptual and Motor Skills | 1984

The Pith of the Pendulum: A Note on the Study of Formal Operations

Andrew S. Winston; Michael Peters

Inhelder and Piagets 1958 pendulum problem requires children to isolate the factors responsible for the frequency of oscillation of a pendulum. Examination of the original study and subsequent descriptions of the study indicates that terms which have precise meaning for the physics of the simple pendulum have been used in an inconsistent and inaccurate way. The confusion of terms makes it difficult to know what children are measuring when they attempt to solve the pendulum problem. The perpetuation of these misunderstandings in textbooks is discussed.

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