Morris, 1988

The thesis of this paper is that contemporary behavior analysis-and the behavior analysis of child development in particular-is contextualistic in world view, in contrast to its traditional characterization as being mechanistic. The contextualistic character of behavior analysis is introduced by presenting some material on the field's historical background. This material, though, is not presented in the manner of the standard account, but rather in a revised account with respect to such movements as empiricism, associationism, positivism, operationism, and pragmatism. The thesis is then developed more fully by comparing and contrasting the contextualism of behavior analysis with mechanism, both of which are analyzed with respect to five core development issues: (a) elementarism versus holism, (b) development as response-based change versus structural change, (c) causal versus functional analysis, (d) continuity versus discontinuity, and (e) the passive versus active nature of development. Finally, the importance of "context" in contextualism is examined and organized according to current behavior-analytic practices. Concluding commentary focuses on the salutory effect of having both behavior analysis and mainstream developmental psychology be commensurable in world view, especially with regard to such issues as cognition.