Assessment & Research

Quantitative order in B. F. Skinner's early research program, 1928-1931.

Coleman (1987) · The Behavior analyst 1987
★ The Verdict

Clean data beats cool gear—Skinner dropped every toy that clouded the curve.

✓ Read this if BCBAs who train staff or design skill-acquisition protocols.
✗ Skip if Clinicians looking for ready-made lesson plans.

01Research in Context

01

What this study did

Coleman (1987) dug into lab notebooks from 1928-1931. The goal was to see how Skinner moved from messy data to clean curves.

The paper lists every gadget Skinner built and why each one was tossed. Only the lever box and panel press gave numbers that lined up in a neat pattern.

02

What they found

Skinner quit building new rigs the moment the lever box produced smooth, repeatable lines.

Orderly numbers, not clever hardware, became the green light for the rest of his work.

03

How this fits with other research

Hilgard (1988) looks at the 1938 book that grew from the same data. Together the two papers show the path: tidy curves first, big theory second.

Parmenter (1999) picks up the same quest for better numbers. That paper offers signal-detection math to split stimulus control from reinforcement effects, extending Skinner’s push for sharper measurement.

Andery et al. (2005) tracks what came after 1931. Once the curves were reliable, Skinner felt safe to tackle verbal meaning with the same hard-nosed style.

04

Why it matters

When your graph wiggles, blame the measurement before you blame the kid. Strip the task down until the data stack in a straight line. Then, and only then, test new variables. This habit saves hours of confusion and keeps interventions solid.

Free CEUs

Want CEUs on This Topic?

The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.

Join Free →
→ Action — try this Monday

Run one probe session with only the key response and simple tally; drop any extra materials that add noise.

02At a glance

Intervention
not applicable
Design
narrative review
Finding
not reported

03Original abstract

The purpose of this article is to provide a coherent story of Skinner's graduate-school (1928-1931) research projects, adding to Skinner's own accounts a different emphasis and a number of interesting details. The story is guided by the proposal that a search for quantitative order was the "unifying force" amid the variety of apparatus changes and shifts of research topic in Skinner's early development as a researcher. Archival laboratory-research records from several apparatuses which Skinner constructed between 1928 and 1931 (1) indicate that his research program was more complicated than he has implied; (2) show that he worked on three interdependent lines of investigation simultaneously; (3) suggest that change or abandonment of an apparatus or a project was markedly affected by his success (and failure) in his primary objective, which was to find quantitative orderliness in measured behavior. Frequent apparatus change in the period of 1928 to 1930 ceased when he obtained quantitative orderliness in the panel-press and lever-box preparations. In the examination of archival records, questions about the enterprise of biographical understanding are considered.

The Behavior analyst, 1987 · doi:10.1007/BF03392406