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B. F. Skinner (1968) defined problem solving as a two-stage process, first is “the situation for which a response has not previously been reinforced,” and the second as the process of solution, that is, “the behavior which brings about the change is the problem solving and the response to it is the solution.” Stated otherwise, the behavior that solves the problem is absent and the problem solver must find a way to produce it. That process can, at times, be described as reasoning. Reasoning involves what Skinner called the inspection or reinforcement contingencies such that behavior can be described that meets contingency requirements without direct contingency shaping or rules (Robbins, 2011). Such a process involves those activities “where the speaker generates stimuli to supplement other behavior already in his repertoire” (Skinner, 1968). This session will have participants identify the problem to solve, ask the “right question,” classify examples and nonexamples of the critical attributes of the performance of an expert reasoner and problem solver, and examine resources that lend themselves to peer tutoring or self-instructional repertoires required of classroom and everyday activities.
Review Joanne K. Robbins‘s biographical statement.
CE: 1.0 credit BACB
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