ABSTRACT
This chapter illustrates many different ways to make the environment achieve the kind of behavior change which call conceptual development. It describes the strategies of behavior analysis and cognitive science. Behavior analysts define cognitive behavior in observable and measurable terms, then observe and measure it, and try to relate it to the environment in which it occurs or has occurred in the past. A cognitive orientation often explains that pattern of child behavior as "cognitively immature" and that pattern of teacher behavior as the natural result of being unable to teach the intended lessons. A behavior-analytic approach would not guess about internal unreadiness. It would instead observe that the way the child's behavior relates to the environment is a prescription for the child's not learning the skills offered. In B. F. Skinner's The Technology of Teaching, education is viewed as a technology emanating directly from the experimental analysis of behaviour.
