Textbook Analysis

JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR

1968, 11, 641-649

NUMBER

5

(SEPTEMBER)

PRINCIPLES OF TEXTBOOK ANALYSIS A Review of J. R. Millenson 's Principles of Behavioral Analysis. ' T. VERHAVE2 AND J. GILMOUR SHERMAN
ARIZONA STATE UNIVERSITY

Most textbooks in psychology, and particularly the eclectic survey, are probably best placed in the second category because they do not provide any new organization of a coherent body of information. Some introductory texts, however, take a systematic approach, and belong to the third category. Such is J. R. Millenson 's Principles of Behavioral Analysis, which provides an updated version of a previously successful systematic treatment (Keller and Schoenfeld, 1950). The principal task for an introductory course in any science must be as clear and dedicated a presentation of fundamental concepts and theories as an author can muster. Even if a field is still relatively immature and undeveloped, a firm knowledge of fundamentals must be the basis for whatever is to be accomplished, either in subsequent courses, or [1950]). (3) It can provide a new organization of ex- by later generations.inIt a is neither surprising more or less unexisting information (for example, Keller nor alarming that, plored domain, there should be different and Schoenfeld 's Principles of Psycholview, vocabularies, and schools of ogy [1950] or Galanter 's Textbook of points ofNo thought. doubt, the relative maturity of a Elementary Psychology [1961]). science is indicated by the extent to which (4) It can present conventional material in a new mode, as did the programmed such heterogeneity of treatment exists. However, by not presenting an encyclopedic text by Holland and Skinner (1961). account, whether superficial or detailed, but (5) Finally, there are the subsidiary books, such as collections of readings, labora- by concentrating instead on the power, meantory manuals, and brief primers, all of ing, and scope of a limited number

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