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‪B. F. Skinner‬‬ ‫
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ﺳﻜﻨﺮ‬ ‫
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‫‪))€Žc[„J)…KŠ)CaJatP‬‬ ‫

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‫>‪))<9A9=:‬‬
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‫ﻓﻲ ﺍﻝﺴﻨﻭﺍﺕ ﺍﻷﺨﻴﺭﺓ ﻤﻥ ﻋﺸﺭﻴﻨﻴﺎﺕ ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ ﺃﺨﺫﺕ ﺒﻭﺍﺩﺭ ﺍﻷﺯﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺘﻠﻭﺡ ﻓﻲ‬
‫ﺃﻓﻕ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﺨﺎﺼﺔ ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ‪ ،‬ﻤﻬﺩﺩﺓ ﺇﻴﺎﻫﺎ ﺒﻌﻭﺍﻗﺏ ﺴﻴﺌﺔ‪ .‬ﻭﻝﻡ ﺘﻔﻠﺢ ﺍﻝﺘﺩﺍﺒﻴﺭ‬
‫ﺍﻝﺘﻲ ﺍﺘﺨﺫﺘﻬﺎ ﻗﻴﺎﺩﺍﺕ ﺘﻠﻙ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻓﻲ ﺍﻝﺘﺨﻔﻴﻑ ﻤﻥ ﺘﺭﺩﻱ ﺃﻭﻀﺎﻋﻬﺎ ﺃﻭ ﺍﻝﺤﺩ ﻤﻥ ﻭﺘﻴﺭﺓ ﺍﻨﺤﺩﺍﺭﻫﺎ‪.‬‬
‫ﻭﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻜﺎﻥ ﺍﻝﺼﺭﺍﻉ ﺒﻴﻥ ﺍﻝﺠﺸﻁﻠﺘﻴﺔ ﻭﺍﻝﺴﻠﻭﻜﻴﺔ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﻨﻔﺴﻲ ﻴﺤﺘﺩﻡ ﻤﻊ ﺘﻤﺴﻙ ﻤﻤﺜﻠﻲ ﻜل ﻤﻨﻬﺎ‬
‫ﻼ ﻤﻥ ﺍﻝﻤﺭﻭﻨﺔ ﻹﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ‬
‫ﺒﻤﻭﺍﻗﻌﻬﺎ ﻭﻤﻭﺍﻗﻔﻬﺎ ﺩﻭﻥ ﺃﻥ ﻴﺘﺭﻜﻭﺍ ﺃﻱ ﻫﺎﻤﺵ ﻝﻠﺤﻭﺍﺭ‪ ،‬ﺃﻭ ﻴﺒﺩﻭﺍ ﻭﻝﻭ ﻗﺩﺭﹰﺍ ﻀﺌﻴ ﹰ‬
‫ﻓﻲ ﺁﺭﺍﺌﻬﻡ ﻭﺃﻓﻜﺎﺭﻫﻡ ﺍﻝﺘﻲ ﺘﺜﺒﺕ ﻭﻗﺎﺌﻊ ﺍﻝﺤﻴﺎﺓ ﺨﻁﺄﻫﺎ‪ .‬ﻭﻻ ﺭﻴﺏ ﻓﻲ ﺃﻥ ﻫﺫﻩ ﺍﻝﻠﻭﺤﺔ ﻜﺎﻨﺕ ﺤﺎﻀﺭﺓ ﺒﺄﻝﻭﺍﻨﻬﺎ‬
‫ﺍﻝﻤﺘﻨﺎﻓﺭﺓ ﻭﺃﺸﻜﺎﻝﻬﺎ ﺍﻝﻤﺘﻨﺎﻗﻀﺔ ﻓﻲ ﺃﺫﻫﺎﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ‪ .‬ﻭﻭﺠﺩ ﺒﻌﻀﻬﻡ ﺃﻥ ﺍﻝﺴﺒﻴل ﺇﻝﻰ ﺍﻝﺘﺨﻠﺹ ﻤﻥ‬
‫ﺍﻝﺘﻨﺎﻓﺭ ﺍﻝﻘﺎﺌﻡ ﻭﺤل ﺍﻝﺘﻨﺎﻗﻀﺎﺕ ﺍﻝﺘﻲ ﻤﻴﺯﺕ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺨﻼل ﺍﻝﺭﺒﻊ ﺍﻷﻭل ﻤﻥ ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ ﻴﻜﻤﻥ ﻓﻲ‬
‫ﺍﻝﺘﻘﺭﻴﺏ ﺒﻴﻥ ﺃﻓﻜﺎﺭ ﻫﺫﻩ ﺍﻝﻤﺩﺍﺭﺱ‪ .‬ﻭﻴﻌﺩ ﻜﺎﺭل ﺒﻴﻭﻝﺭ ﺃﺒﺭﺯ ﻤﻥ ﺸﺨﺹ ﺤﺎﻝﺔ ﻫﺫﺍ ﺍﻝﻌﻠﻡ ﻓﻲ ﺘﻠﻙ ﺍﻝﻔﺘﺭﺓ‪.‬‬
‫ﻭﺘﻌﺩ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ ﻫﻲ ﺍﻻﺘﺠﺎﻩ ﺍﻷﻜﺜﺭ ﺍﻨﺘﺸﺎﺭﹰﺍ ﻭﺒﺭﻭﺯﹰﺍ ﻤﻥ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻝﺴﻠﻭﻜﻴﺔ‬
‫ﻓﻲ ﺫﻝﻙ ﺍﻝﻭﻗﺕ‪ ،‬ﻭﻗﺩ ﺘﻤﻜﻥ ﺼﺎﺤﺒﻬﺎ ﺒﻭﺭﻭﺱ ﻓﺭﻴﺩﺭﻴﻙ ﺴﻜﻨﺭ ‪ B. F. SKINNER‬ﺒﻔﻀل ﺃﻋﻤﺎﻝﻪ ﺍﻝﻌﺩﻴﺩﺓ ﺃﻥ‬
‫ﻴﺘﺒﻭﺃ ﻤﻜﺎﻨﺔ ﻤﺭﻤﻭﻗﺔ ﺒﻴﻥ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﺍﻷﻤﺭﻴﻜﻴﻴﻥ‪ ،‬ﻭﺃﻥ ﺘﺠﺩ ﺃﻓﻜﺎﺭﻩ ﺴﺒﻴﻠﻬﺎ ﺇﻝﻰ ﺍﻝﻤﺸﺘﻐﻠﻴﻥ ﺒﻌﻠﻡ ﺍﻝﻨﻔﺱ ﻓﻲ‬
‫ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺒﻠﺩﺍﻥ ﺍﻝﻌﺎﻝﻡ‪ ،‬ﻭﺘﺤﻅﻰ ﺒﺎﻫﺘﻤﺎﻤﻬﻡ‪ ،‬ﻭﺘﺼﺒﺢ ﻤﻭﻀﻭﻉ ﻤﻨﺎﻅﺭﺍﺕ ﺍﻝﻜﺜﻴﺭﻴﻥ ﻤﻨﻬﻡ‪.‬‬

‫ﻭﻝﺩ ﺒﻭﺭﻭﺱ ﻓﺭﻴﺩﺭﻴﻙ ﺴﻜﻨﺭ ‪ ٢٠‬ﺁﺫﺍﺭ ﻤﻥ ﺍﻝﻌﺎﻡ ‪ ١٩٠٤‬ﻓﻲ ﺒﻠﺩﺓ ﺴﺴﻜﻭﻴﻬﺎﻨﺎ ﺍﻝﺼﻐﻴﺭﺓ ﺍﻝﺘﺎﺒﻌﺔ ﻝﻭﻻﻴﺔ‬
‫ﺒﻨﺴﻠﻔﺎﻨﻴﺎ‪ .‬ﻜﺎﻥ ﻭﺍﻝﺩﻩ ﻤﺤﺎﻤﻴﺎ‪ ،‬ﻭﺃﻤﻪ ﺭﺒﺔ ﻤﻨﺯل ﺫﻜﻴﺔ ﻭﻗﻭﻴﺔ‪ .‬ﻨﺸﺄ ﺴﻜﻨﺭ ﺘﻨﺸﺌﺔ ﺘﻘﻠﻴﺩﻴﺔ )‪ ،(Boeree, 2006‬ﻝﻡ‬
‫ﻴﺴﺘﺨﺩﻡ ﻭﺍﻝﺩﺍﻩ ﺍﻝﻌﻘﺎﺏ ﺍﻝﺒﺩﻨﻲ ﺃﺒﺩﺍ‪ ،‬ﻏﻴﺭ ﺃﻨﻬﻤﺎ ﻻ ﻴﺘﺭﺩﺩﺍ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﺃﺨﺭﻯ ﻝﺘﻌﻠﻴﻤﻪ ﺍﻷﻨﻤﺎﻁ ﺍﻝﺴﻠﻭﻜﻴﺔ‬
‫ﺍﻝﺠﻴﺩﺓ‪ ،‬ﻭﻴﺒﺩﻭ ﺃﻥ ﺤﻴﺎﺓ ﺴﻜﻨﺭ ﺍﻝﻤﺒﻜﺭﺓ ﺘﺯﺨﺭ ﺒﺎﻝﺸﻌﻭﺭ ﺒﺎﻷﻤﺎﻥ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٣ ،‬ﻜﺎﻥ ﺒﻭﺭﻭﺱ‬
‫ﻓﺘﻰ ﻨﺸﻴﻁﺎ ﻴﺤﺏ ﺍﻝﺨﺭﻭﺝ ﻭﺒﻨﺎﺀ ﺍﻷﺸﻴﺎﺀ‪ ،‬ﻜﻤﺎ ﻜﺎﻥ ﻴﺤﺏ ﺍﻝﻤﺩﺭﺴﺔ ﻜﺜﻴﺭﹰﺍ‪ .‬ﻤﻊ ﺫﻝﻙ ﻝﻡ ﺘﺨﻠﻭ ﺤﻴﺎﺘﻪ ﻤﻥ ﺍﻝﻤﺂﺴﻲ‪،‬‬
‫ﺤﻴﺙ ﺘﻭﻓﻲ ﺃﺨﺎﻩ ﻭﻫﻭ ﻓﻲ ﻋﻤﺭ ‪ ١٦‬ﻨﺘﻴﺠﺔ ﻝﺘﻤﺩﺩ ﺍﻷﻭﻋﻴﺔ ﺍﻝﺩﻤﻭﻴﺔ ﻓﻲ ﺍﻝﺩﻤﺎﻍ )‪.(Boeree, 2006‬‬
‫ﺃﺭﺍﺩ ﺴﻜﻨﺭ ﺃﻥ ﻴﺼﺒﺢ ﻜﺎﺘﺒﺎ ﻝﺫﻝﻙ ﺍﻝﺘﺤﻕ ﺒﻜﻠﻴﺔ ﻫﺎﻤﻠﺘﻭﻥ ﻓﻲ ﻨﻴﻭﻴﻭﺭﻙ‪ ،‬ﻭﻗﺩ ﺍﻨﻀﻡ ﻭﻗﺘﻬﺎ ﻷﺤﺩ ﺒﻴﻭﺕ ﺍﻷﺨﻭﻴﺔ‪.‬‬
‫ﻜﺘﺏ ﻋﺩﺓ ﻤﻘﺎﻻﺕ ﻝﺼﺤﻴﻔﺔ ﺍﻝﻜﻠﻴﺔ‪ ،‬ﺇﻻ ﺃﻨﻬﺎ ﻜﺎﻨﺕ ﻤﻘﺎﻻﺕ ﻨﻘﺩﻴﺔ ﻨﻅﺭﺍ ﻝﻜﻭﻨﻪ ﻤﻠﺤﺩﹰﺍ )‪ .(Wikipedia‬ﻭﻓﻲ ﺃﺜﻨﺎﺀ‬
‫ﺘﺨﺼﺼﻪ ﻓﻲ ﺍﻷﺩﺏ ﺍﻹﻨﺠﻠﻴﺯﻱ‪ ،‬ﺩﺭﺱ ﻤﻭﺍﺩ ﺸﻤﻠﺕ ﺍﻝﻠﻐﺎﺕ ﺍﻝﺭﻭﻤﺎﻨﺴﻴﺔ‪ ،‬ﻭﺍﻝﺘﺤﺩﺙ ﺃﻤﺎﻡ ﺍﻝﺠﻤﺎﻫﻴﺭ‪ ،‬ﻭﺍﻷﺤﻴﺎﺀ‪،‬‬
‫ﻭﻋﻠﻡ ﺍﻷﺠﻨﺔ‪ ،‬ﻭﺍﻝﺘﺸﺭﻴﺢ ﻭﺍﻝﺭﻴﺎﻀﻴﺎﺕ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٣ ،‬ﻝﻪ ﻋﺩﺓ ﻤﺤﺎﻭﻻﺕ ﺸﻌﺭﻴﺔ ﻭﻗﺼﺼﻴﺔ‪ ،‬ﺇﻻ ﺃﻨﻬﺎ ﻝﻡ‬
‫ﺘﻜﻥ ﻨﺎﺠﺤﺔ‪ ،‬ﻭﻓﻲ ﻤﺤﺎﻭﻝﺔ ﺃﺨﻴﺭﺓ ﻜﺭﺱ ﻨﻔﺴﻪ ﻝﻜﺘﺎﺒﺔ ﻤﻘﺎﻻﺕ ﺼﺤﻔﻴﺔ ﻋﻥ ﻤﺸﺎﻜل ﺍﻝﻌﻤﺎل )‪.(Boeree, 2006‬‬
‫ﻭﺒﻌﺩ ﺘﺨﺭﺠﻪ ﻤﺒﺎﺸﺭﺓ ﺼﺎﺭ ﻤﻬﺘﻤ‪‬ﺎ ﺒﺄﻋﻤﺎل ﺍﻝﻌﺎﻝﻡ ﺍﻝﻨﻔﺴﺎﻨﻲ ﺍﻝﺴﻠﻭﻜﻲ ﺍﻷﻤﺭﻴﻜﻲ ﺠﻭﻥ ﻭﺍﻁﺴﻭﻥ ﻭﺍﻝﻌﺎﻝﻡ ﺍﻝﻨﻔﺴﺎﻨﻲ‬
‫ﺍﻝﺭﻭﺴﻲ ﺇﻴﻔﺎﻥ ﺒﺎﻓﻠﻭﻑ )ﻤﻭﺴﻭﻋﺔ ﺍﻝﻤﻌﺭﻓﺔ(‪ .‬ﻭﺒﻌﺩ ﻋﺩﺓ ﺭﺤﻼﺕ ﻗﺭﺭ ﺍﻝﻌﻭﺩﺓ ﺇﻝﻰ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺘﺤﻕ ﺒﺠﺎﻤﻌﺔ‬
‫ﻫﺎﺭﻓﺎﺭﺩ‪ ،‬ﺤﻴﺙ ﺤﺼل ﻋﻠﻰ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻓﻲ ‪ ،١٩٣٠‬ﻭﻋﻠﻰ ﺸﻬﺎﺩﺓ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ ﻓﻲ ‪١٩٣١‬‬
‫)‪ .(Boeree, 2006‬ﻭﺒﻘﻲ ﻫﻨﺎﻙ ﺴﻨﻭﺍﺕ ﻋﺩﻴﺩﺓ ﻴﺩﺭﺱ ﺘﻌﹸﻠّﻡ ﺍﻝﺤﻴﻭﺍﻥ ﻭﻭﻅﺎﺌﻑ ﺍﻝﺠﻬﺎﺯ ﺍﻝﻌﺼﺒﻲ ﺍﻝﻤﺭﻜﺯﻱ‬
‫)ﻤﻭﺴﻭﻋﺔ ﺍﻝﻤﻌﺭﻓﺔ(‪.‬‬
‫ﺘﺎﺒﻊ ﺴﻜﻨﺭ ﺒﺤﻭﺜﻪ‪ ،‬ﻭﺸﺠﻌﺘﻪ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻋﻠﻰ ﻨﺸﺭ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺅﻝﻔﺎﺕ‪ ،‬ﻓﻔﻲ ﻋﺎﻡ ‪ ١٩٣١‬ﻨﺸﺭ‬
‫ﻤﻘﺎ ﹰﻻ ﺒﻌﻨﻭﺍﻥ "ﻤﻔﻬﻭﻡ ﺍﻻﻨﻌﻜﺎﺱ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻝﺴﻠﻭﻙ" ﺃﻓﺼﺢ ﻓﻴﻪ‪ ،‬ﻷﻭل ﻤﺭﺓ‪ ،‬ﻋﻥ ﺭﺃﻴﻪ ﻓﻲ ﺍﻻﻨﻌﻜﺎﺱ ﻤﻌﺘﺒﺭﹰﺍ ﺇﻴﺎﻩ‬
‫ﻨﺎﺘﺠﹰﺎ ﻤﻥ ﻨﻭﺍﺘﺞ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻤﺠﺭﺏ‪ ،‬ﻭﻝﻴﺱ ﻤﻅﻬﺭﹰﺍ ﻝﻠﻨﺸﺎﻁ ﺍﻝﺤﻴﻭﻱ ﻝﻠﻤﻔﺤﻭﺹ‪ .‬ﺜﻡ ﺃﻋﻘﺒﻪ ﺒﻌﺩﺩ‬
‫ﻤﻥ ﺍﻝﻤﻘﺎﻻﺕ ﺍﻝﺘﻲ ﺨﺼﺼﻬﺎ ﻝﻌﺭﺽ ﺘﺼﻭﺭﻩ ﻋﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﻜﺒﺩﻴل ﻝﻠﺴﻠﻭﻙ ﺍﻻﺴﺘﺠﺎﺒﻲ )ﻋﺎﻤﻭﺩ‪.(٣٣٩ ،‬‬
‫ﻭﻓﻲ ‪ ١٩٣٦‬ﺍﻨﺘﻘل ﺇﻝﻰ ﺠﺎﻤﻌﺔ ﻤﻨﻴﺴﻭﺘﺎ ﻓﻲ ﻤﻴﻨﻴﺎﺒﻭﻝﻴﺱ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻝﺘﻘﻰ ﻭﺘﺯﻭﺝ ﺍﻴﻔﻭﻥ ﺒﻠﻭ ) ‪Boeree,‬‬
‫‪ ،(2006‬ﻭﻗﺩ ﺭﺯﻕ ﺍﻝﺯﻭﺠﺎﻥ ﺒﻁﻔﻠﺘﺎﻥ ﺠﻭﻝﻲ ﻭ ﺩﻴﺒﻭﺭﺍ )‪.(Wikipedia‬‬
‫ﺜﻡ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﺍﻝﻭﺍﻗﻌﺔ ﻤﺎ ﺒﻴﻥ ﻋﺎﻤﻲ ‪ ١٩٤٥‬ﻭ‪١٩٤٨‬ﻡ ﻋﻤل ﺴﻜﻨﺭ ﺃﺴﺘﺎﺫﹰﺍ ﻭﺭﺌﻴﺴ‪‬ﺎ ﻝﺸﻌﺒﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺒﺠﺎﻤﻌﺔ‬
‫ﺇﻨﺩﻴﺎﻨﺎ‪ ،‬ﻜﻤﺎ ﺼﺎﺭ ﻋﻀﻭ‪‬ﺍ ﻓﻲ ﺸﻌﺒﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺒﺠﺎﻤﻌﺔ ﻫﺎﺭﻓﺎﺭﺩ ﻓﻲ ﻋﺎﻡ ‪١٩٤٨‬ﻡ‪ .‬ﺃﻤﺎ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﺍﻝﻭﺍﻗﻌﺔ ﻤﺎ‬
‫ﺒﻴﻥ ﻋﺎﻤﻲ ‪ ١٩٥٨‬ﻭ‪١٩٧٥‬ﻡ ﻜﺎﻥ ﺃﺴﺘﺎﺫﹰﺍ ﻝﻌﻠﻡ ﺍﻝﻨﻔﺱ ﺒﺠﺎﻤﻌﺔ ﻫﺎﺭﻓﺎﺭﺩ )ﻤﻭﺴﻭﻋﺔ ﺍﻝﻤﻌﺭﻓﺔ(‪ .‬ﻭﻭﺍﺼل ﺒﺤﻭﺜﻪ‬
‫ﻓﻲ ﻨﻔﺱ ﺍﻝﺠﺎﻤﻌﺔ ‪ ،‬ﺤﻴﺙ ﺭﻗﻲ ﺇﻝﻰ ﺭﺘﺒﺔ ﺃﺴﺘﺎﺫ‪ ،‬ﻭﺃﺼﺒﺢ ﻋﻀﻭﹰﺍ ﻓﻲ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻝﻭﻁﻨﻴﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻝﻠﻌﻠﻭﻡ ﻭﺒﻘﻲ‬
‫ﻫﻨﺎﻙ ﻝﺒﻘﻴﺔ ﺤﻴﺎﺘﻪ )ﻋﺎﻤﻭﺩ‪.(٣٣٨ ،‬‬
‫ﻜﺎﻥ ﺴﻜﻨﺭ ﺭﺠﻼ ﺤﻴﻭﻴﺎ ﺠﺩﺍ‪ ،‬ﻴﻘﻭﻡ ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺒﺤﺎﺙ ﻭﻴﻭﺠﻪ ﺍﻝﻤﺌﺎﺕ ﻤﻥ ﻁﻠﺒﺔ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺇﻝﻰ ﺠﺎﻨﺏ ﻜﺘﺎﺒﺘﻪ‬
‫ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻜﺘﺏ‪ .‬ﻭﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻨﻪ ﻓﺸل ﻜﻜﺎﺘﺏ ﺨﻴﺎﻝﻲ ﻭﺸﻌﺭﻱ‪ ،‬ﺇﻻ ﺃﻨﻪ ﺃﺼﺒﺢ ﺃﺤﺩ ﺃﻓﻀل ﻜﺘﺎﺏ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪.‬‬
‫ﻭﻓﻲ ‪ ١٨‬ﺃﻏﺴﻁﺱ ﻤﻥ ﻋﺎﻡ ‪ ١٩٩٠‬ﺘﻭﻓﻲ ﺒﺭﻭﺱ ﻓﺭﻴﺩﺭﻴﻙ ﺴﻜﻨﺭ ﻨﺘﻴﺠﺔ ﺇﺼﺎﺒﺘﻪ ﺒﺴﺭﻁﺎﻥ ﺍﻝﺩﻡ‪ ،‬ﺒﻌﺩ ﺃﻥ ﺃﺼﺒﺢ‬
‫ﺃﺸﻬﺭ ﻁﺒﻴﺏ ﻨﻔﺴﻲ ﻤﻨﺫ ﺴﻴﺠﻤﻭﻨﺩ ﻓﺭﻭﻴﺩ )‪.(Boeree, 2006‬‬
‫ﻓﻲ ﻤﺴﻴﺭﺓ ﺤﻴﺎﺘﻪ ﺃﻝﻑ ﺴﻜﻨﺭ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻜﺘﺏ ﺤﻴﺙ ﻅﻬﺭ ﺃﻭل ﻋﻤل ﻀﺨﻡ ﻝﻪ "ﺴﻠﻭﻙ ﺍﻝﻜﺎﺌﻨﺎﺕ ‪Behavior of‬‬
‫‪ "Organisms‬ﻋﺎﻡ ‪ ،١٩٣٨‬ﻭﻗﺩﻡ ﻓﻴﻪ ﺴﻜﻨﺭ ﻭﺼﻔﺎ ﻤﻔﺼﻼ ﻝﺒﺤﻭﺜﻪ ﻋﻠﻰ ﺍﻝﻔﺌﺭﺍﻥ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٣ ،‬ﻭﻓﻲ‬
‫ﻋﺎﻡ ‪ ١٩٥٣‬ﻅﻬﺭ ﻜﺘﺎﺏ "ﺍﻝﻌﻠﻡ ﻭﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻥ ‪ "Science and Human Behavior‬ﺍﻝﺫﻱ ﻜﺎﻥ ﻭﻻ ﻴﺯﺍل‬
‫ﺒﻤﺜﺎﺒﺔ ﺍﻝﺩﻝﻴل ﺇﻝﻰ ﺘﺤﻠﻴل ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻭﺘﻌﺩﻴﻠﻪ ﻭﻓﻕ ﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ ،‬ﻜﻤﺎ ﻋﻤل ﻫﺫﺍ ﺍﻝﻜﺘﺎﺏ ﻋﻠﻰ ﺍﻨﺘﻘﺎل‬
‫ﻤﺒﺎﺩﺉ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ ﻤﻥ ﺩﺭﺍﺴﺔ ﺴﻠﻭﻙ ﺍﻝﺤﻴﻭﺍﻥ ﻓﻲ ﺍﻝﻤﺨﺘﺒﺭ ﺇﻝﻰ ﺍﻷﻭﻀﺎﻉ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ )ﺍﻝﺨﻁﻴﺏ‪.(٦٨ ،‬‬
‫ﻭﻓﻲ ‪ ١٩٧١‬ﻜﺘﺏ "ﻤﺎ ﻭﺭﺍﺀ ﺍﻝﺤﺭﻴﺔ ﻭﺍﻝﻜﺭﺍﻤﺔ ‪ ،"Beyond Freedom and Dignity‬ﻭﺍﻝﺘﻲ ﺘﻘﺘﺭﺡ ﺃﻥ ﻤﺒﺩﺃ‬
‫ﺍﻝﻔﺭﺩﻴﺔ ﻝﻴﺴﺕ ﺇﻻ ﻭﻫﻡ‪ .‬ﺜﻡ ﺴﻌﻰ ﺴﻜﻨﺭ ﻝﻴﻭﺤﺩ ﺍﻝﻤﻌﺯﺯﺍﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﺍﻝﻔﺭﺩﻴﺔ‪ ،‬ﻭﺘﻁﻭﺭ ﺍﻝﺜﻘﺎﻓﺎﺕ ﺘﺤﺕ ﻤﻘﺎل‬
‫ﺒﻌﻨﻭﺍﻥ "ﺍﻻﺨﺘﻴﺎﺭ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻨﺘﺎﺌﺞ ‪ "The Selection by Consequences‬ﻓﻲ ﻋﺎﻡ ‪ ١٩٨١‬ﺤﻴﺙ ﻜﺎﻨﺕ‬
‫ﺃﻭل ﻤﻘﺎﻝﺔ ﻤﻥ ﻤﺠﻤﻭﻉ ﻤﻘﺎﻻﺕ ﻨﺸﺭﺕ ﻓﻲ ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ )‪.(NNDP, 2010‬‬
‫ﻭﺒﺎﻝﺭﻏﻡ ﻤﻥ ﻜﺜﺭﺓ ﻤﺅﻝﻔﺎﺘﻪ ﺇﻻ ﺃﻥ ﻜﺘﺎﺏ "ﻭﺍﻝﺩﻥ ﺍﻝﺜﺎﻨﻲ ‪ "Walden II‬ﻫﻭ ﻤﺎ ﺴﻴﺘﺫﻜﺭﻩ ﺒﻪ ﻗﺭﺍﺌﻪ ﻤﻥ ﺍﻝﻌﺎﻤﺔ ﻋﻠﻰ‬
‫ﺃﻏﻠﺏ ﺘﻘﺩﻴﺭ‪ ،‬ﺤﻴﺙ ﻭﺼﻑ ﻓﻴﻪ ﻤﺩﻴﻨﺔ ﻓﺎﻀﻠﺔ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻝﻤﺒﺎﺩﺉ ﺍﻹﺠﺭﺍﺌﻴﺔ )‪.(Boeree, 2006‬‬
‫ﺒﻭﺭﻭﺱ ﻓﺭﻴﺩﺭﻴﻙ ﺴﻜﻨﺭ ﻜﺎﻥ ﻋﺎﻝﻡ ﻨﻔﺱ ﺃﻤﺭﻴﻜﻲ‪ ،‬ﻜﺎﺘﺏ‪ ،‬ﻭﻤﺨﺘﺭﻉ‪ ،‬ﻭﻓﻴﻠﺴﻭﻑ ﺍﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺸﺎﻋﺭ‪ .‬ﻭﻫﻭ‬
‫ﻤﺨﺘﺭﻉ ﻏﺭﻓﺔ ﺘﻜﻴﻑ ﺍﻝﻬﻭﺍﺀ‪ ،‬ﻭﻭﺍﻀﻊ ﻓﻠﺴﻔﺘﻪ ﺍﻝﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﻭﺍﻝﻤﻨﺎﺩﻱ ﺒﺎﻝﺭﺍﺩﻴﻜﺎﻝﻴﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ .‬ﻭﻫﻭ‬
‫ﻤﺅﺴﺱ ﻤﺩﺭﺴﺘﻪ ﺍﻝﺨﺎﺼﺔ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ .‬ﻭﻗﺩ ﻜﺎﻥ ﻜﺎﺘﺒﺎ ﻏﺯﻴﺭ ﺍﻹﻨﺘﺎﺝ ﺤﻴﺙ ﻨﺸﺭ ‪ ٢١‬ﻜﺘﺎﺒﺎ ﻭ‪١٨٠‬‬
‫ﻤﻘﺎ ﹰﻻ‪ .‬ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﺤﺩﻴﺜﺔ‪ ،‬ﺃﺩﺭﺝ ﺴﻜﻨﺭ ﻜﺎﻝﻁﺒﻴﺏ ﺍﻝﻨﻔﺴﻲ ﺍﻷﻜﺜﺭ ﺘﺄﺜﻴﺭﺍ ﻓﻲ ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ )‪.(Wikipedia‬‬

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‫ﻴﻌﺩ ﺴﻜﻨﺭ ﺃﺤﺩ ﺃﺒﺭﺯ ﺃﻁﺒﺎﺀ ﺍﻝﻨﻔﺱ ﺍﻷﻤﺭﻴﻜﻴﻴﻥ ﺘﺄﺜﻴﺭﺍ‪ ،‬ﻭﻜﻭﻨﻪ ﺃﺤﺩ ﺍﻝﺭﻴﺩﻜﺎﻝﻴﻴﻥ ﺍﻝﺴﻠﻭﻜﻴﻴﻥ‪ ،‬ﻁﻭﺭ ﻨﻅﺭﻴﺘﻪ ﻓﻲ‬
‫‪Radical‬‬ ‫‪ Operant Conditioning‬ﻭﺘﺴﻤﻰ ﺃﻴﻀﺎ ﺍﻝﺭﺍﺩﻴﻜﺎﻝﻴﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ‬
‫‪ ،Behaviorism‬ﻭﺍﻝﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﻤﺤﻜﻭﻡ ﺒﻨﺘﺎﺌﺠﻪ‪ ،‬ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻌﺯﻴﺯ ﺃﻭ ﺍﻝﻌﻘﺎﺏ‪،‬‬
‫ﻭﺍﻝﻠﺫﺍﻥ ﻴﺯﻴﺩﺍﻥ ﺃﻭ ﻗﺩ ﻴﻨﻘﺼﺎﻥ ﻤﻥ ﻗﺎﺒﻠﻴﺔ ﻅﻬﻭﺭ ﺍﻝﺴﻠﻭﻙ ﻤﺭﺓ ﺃﺨﺭﻯ )‪ .(NNDP, 2010‬ﻭﺍﻝﺴﻠﻭﻜﻴﺔ‬
‫ﺍﻝﺭﺍﺩﻴﻜﺎﻝﻴﺔ ﻜﻤﺎ ﻴﻘﻭل ﺴﻜﻨﺭ ﻝﻴﺴﺕ ﻋﻠﻡ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻭﻝﻜﻨﻬﺎ ﻓﻠﺴﻔﺔ ﺫﻝﻙ ﺍﻝﻌﻠﻡ )ﺍﻝﺨﻁﻴﺏ‪.(٦٧ ،‬‬
‫ﻭﻓﻴﻬﺎ ﺍﻫﺘﻡ ﺴﻜﻨﺭ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ ﺍﻝﺴﻠﻭﻙ ﻨﻔﺴﻪ‪ ،‬ﻭﻝﺫﻝﻙ ﻭﺠﻪ ﻋﻨﺎﻴﺔ ﻝﻠﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻝﻤﺜﻴﺭﺍﺕ ﻭﺍﻻﺴﺘﺠﺎﺒﺔ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٤ ،‬ﺇﻻ ﺃﻨﻪ ﻻ ﻴﺭﻯ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﻤﺠﺭﺩ ﺭﻭﺍﺒﻁ ﺃﻭ ﺍﻨﻌﻜﺎﺴﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺜﻴﺭﺍﺕ‬
‫ﻭﺍﻻﺴﺘﺠﺎﺒﺔ‪ .‬ﻓﺎﻝﺴﻠﻭﻜﻴﺔ ﺍﻝﺭﺍﺩﻴﻜﺎﻝﻴﺔ ﻭﺇﻥ ﻜﺎﻨﺕ ﺘﻌﻤل ﻋﻠﻰ ﺘﺠﺯﺌﺔ ﺍﻝﺴﻠﻭﻙ ﺇﻝﻰ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺇﻻ ﺃﻨﻬﺎ ﺘﺩﺭﺱ‬
‫ﺍﻹﻨﺴﺎﻥ ﻜﻜل ﻤﺘﻜﺎﻤل‪ ،‬ﻓﻬﻲ ﻻ ﺘﻌﺘﻘﺩ ﺃﻥ ﺍﻹﻨﺴﺎﻥ ﻴﺘﻌﻠﻡ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻤﺤﺩﺩﺓ ﻤﻥ ﺨﻼل ﺍﻝﺘﻌﺭﺽ ﻝﻤﺜﻴﺭﺍﺕ ﻤﺤﺩﺩﺓ‪،‬‬
‫ﺒل ﺘﺭﻯ ﺃﻥ ﺍﻹﻨﺴﺎﻥ ﻴﺘﻌﻠﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﻓﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻭﻀﺎﻉ )ﺍﻝﺨﻁﻴﺏ‪ .(٦٨ ،‬ﻭﻋﻠﻴﻪ‬
‫ﺍﻗﺘﺼﺭ ﺍﻫﺘﻤﺎﻡ ﺴﻜﻨﺭ ﻋﻠﻰ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻜﻤﺎ ﺘﺤﺩﺙ ﻭﻜﻤﺎ ﻨﺸﺎﻫﺩﻫﺎ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٤ ،‬ﺤﻴﺙ ﺍﻫﺘﻡ ﺒﺩﺭﺍﺴﺔ‬
‫ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﻤﻼﺤﻅﺘﻪ‪ ،‬ﻭﻴﺭﻓﺽ ﺴﻜﻨﺭ ﻓﻜﺭﺓ ﻭﺠﻭﺩ ﻋﻭﺍﻤل ﻓﺴﻴﻭﻝﻭﺠﻴﺔ ﺃﻭ ﻋﻘﻠﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺜﻴﺭﺍﺕ‬
‫ﻭﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻓﺫﻝﻙ ﻴﺅﺩﻱ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻩ ﺇﻝﻰ ﺇﻀﺎﻓﺔ ﻋﻭﺍﻤل ﻭﻤﺘﻐﻴﺭﺍﺕ ﺠﺩﻴﺩﺓ ﻴﺼﻌﺏ ﺠﺩﺍ ﻀﺒﻁﻬﺎ ﺘﺠﺭﻴﺒﻴﺎ‪.‬‬
‫ﻜﻤﺎ ﻴﺭﻓﺽ ﺴﻜﻨﺭ ﺍﻻﺴﺘﻨﺎﺩ ﺇﻝﻰ ﻤﻔﺎﻫﻴﻡ ﻏﻴﺒﻴﺔ ﻤﺜل ﺍﻝﻐﺭﻴﺯﺓ ﺃﻭ ﻗﻭﺓ ﺍﻹﺭﺍﺩﺓ‪ ،‬ﻓﺫﻝﻙ ﻴﺘﻨﺎﻓﻰ ﻤﻊ ﻓﻜﺭﺘﻪ ﻋﻥ ﻋﻠﻡ‬
‫ﺍﻝﻨﻔﺱ ﺃﻨﻪ ﻋﻠﻡ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻅﺎﻫﺭ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٨٥ ،‬‬
‫ﺇﻥ ﺭﻓﺽ ﺴﻜﻨﺭ ﻝﻜل ﻤﺎ ﻫﻭ ﺩﺍﺨﻠﻲ ﺃﻭ ﻨﻔﺴﻲ ﻫﻭ ﺍﺴﺘﻤﺭﺍﺭ ﻝﻠﺨﻁ ﺍﻝﺫﻱ ﺭﺴﻤﻪ ﺜﻭﺭﻨﺩﺍﻴﻙ ﻭﻭﺍﻁﺴﻭﻥ ﺒﺎﻻﻋﺘﻤـﺎﺩ‬
‫ﻋﻠﻰ ﻓﻜﺭﺓ ﺩﺍﺭﻭﻴﻥ ﺤﻭل ﺘﻌﺎﻗﺏ ﺍﻷﻨﻭﺍﻉ ﻭﻤﻭﻗﻊ ﺍﻹﻨﺴﺎﻥ ﺒﻴﻨﻬﺎ‪ ،‬ﻭﺍﺭﺘﻴﺎﺒﻪ ﻓﻲ ﺘﻔﺭ‪‬ﺩﻩ ﺒﺨﺼﺎﺌﺹ ﻨﻭﻋﻴﺔ‪ ،‬ﻜﺎﻝﻘﺩﺭﺓ‬
‫ﻋﻠﻰ ﺍﻝﺘﻔﻜﻴﺭ‪ .‬ﻓﻔﻲ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﻴﻠﺠﺄ ﺇﻝﻰ ﺍﻝﺘﺫﻜﺭ ﺒﺎﻝﺼﺭﺍﻉ ﺒﻴﻥ ﺃﻨﺼﺎﺭ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺩﺍﺨﻠﻴﺔ ﻭﺃﻨﺼﺎﺭ‬
‫ﺍﻷﻓﻌﺎل ﺍﻝﻌﻀﻭﻴﺔ ﺍﻝﺨﺎﺭﺠﻴﺔ‪ .‬ﻭﻝﺫﺍ ﻨﺠﺩﻩ ﻴﺘﻭﻗﻑ ﻤﻁﻭ ﹰﻻ ﻋﻨﺩ ﺘﺠﺎﺭﺏ ﺜﻭﺭﻨﺩﺍﻴﻙ ﻭﺍﺴـﺘﻨﺘﺎﺠﺎﺘﻪ‪ ،‬ﻭﻴﺤﻠـل ﺒﻌـﺽ‬
‫ﺠﻭﺍﻨﺒﻬﺎ ﻋﻠﻰ ﻨﺤﻭ ﻴﺘﻔﻕ ﻤﻊ ﺃﻏﺭﺍﻀﻪ‪ .‬ﻓﻴﺭﻜﺯ ﻓﻲ ﺤﺩﻴﺜﻪ ﺤﻭل ﻤﻨﺤﻨﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻋﻠﻰ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻔﻌﺎﻝـﺔ ﻤـﻥ‬
‫ﺒﻴﻥ ﺍﻝﻌﺩﺩ ﺍﻝﻜﺒﻴﺭ ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺤﻴﻭﺍﻥ )ﻋﺎﻤﻭﺩ‪.(٣٤٠ ،‬‬
‫ﻭﻝﺫﻝﻙ ﺘﺤﺩﺩﺕ ﻤﻔﺎﻫﻴﻡ ﺴﻜﻨﺭ ﺒﺤﺩﻭﺩ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﻤﺒﺎﺸﺭﺓ ﺒﺤﻴﺙ ﺘﻌﻁﻲ ﻭﺼﻔﺎ ﻝﻠﻭﻗﺎﺌﻊ ﻜﻤﺎ ﺘﺤﺩﺙ ﻭﻝﻠﻤﻼﺤﻅﺎﺕ‬
‫ﺍﻝﻤﺸﺎﻫﺩﺓ‪ ،‬ﻓﺎﻝﻌﻠﻡ ﻋﻨﺩﻩ ﻴﺒﺩﺃ ﻤﻥ ﻫﺫﻩ ﺍﻝﻤﻼﺤﻅﺎﺕ ﻭﻴﻬﺩﻑ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺘﻲ ﺘﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻭﻗﺎﺌﻊ‬
‫ﺍﻝﻤﺸﺎﻫﺩﺓ ﻝﻴﺨﺭﺝ ﻤﻨﻬﺎ ﺒﻭﺼﻑ ﺒﺴﻴﻁ ﻤﻨﺎﺴﺏ ﺃﻭ ﺒﻘﺎﻋﺩﺓ ﺃﻭ ﻗﺎﻨﻭﻥ ﻴﻔﺴﺭ ﺍﻝﻭﻗﺎﺌﻊ ﺃﻭ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻊ ﺍﻝﺩﺭﺍﺴﺔ‬
‫)ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٤ ،‬ﻓﻘﺩ ﺍﻫﺘﻡ ﺒﻭﺼﻑ ﺍﻝﺴﻠﻭﻙ ﺃﻜﺜﺭ ﻤﻥ ﺸﺭﺤﻪ ﻭﺘﻔﺴﻴﺭﻩ ﻭﺃﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺇﻗﺎﻤﺔ‬
‫ﻋﻼﻗﺎﺕ ﻭﻅﻴﻔﻴﺔ ﺒﻴﻥ ﻅﺭﻭﻑ ﺍﻝﻤﺜﻴﺭ ﺍﻝﻤﻨﻀﺒﻁﺔ ﺘﺠﺭﻴﺒﻴﹰﺎ ﻭﺒﻴﻥ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ )ﺒﺭﻜﺎﺕ‪ .(٢٠٠٧ ،‬ﻭﻋﻠﻴﻪ‬
‫ﻨﻬﺞ ﺴﻜﻨﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺫﻱ ﺘﺴﻴﺭ ﻭﻓﻘﺎ ﻝﻪ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﻭﻝﺫﻝﻙ ﺘﺴﻤﻰ ﺃﺤﻴﺎﻨﺎ ﻨﻅﺭﻴﺔ ﺴﻜﻨﺭ‬
‫"ﺒﺎﻝﺴﻠﻭﻜﻴﺔ ﺍﻝﻭﺼﻔﻴﺔ"‪ ،‬ﻭ ﺘﻭﺼﻑ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﻭﺼﻔﻴﺔ ﺒﺄﻨﻬﺎ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪:(٨٦ -٨٥ ،‬‬

‫‪ .١‬ﻤﻭﻀﻭﻋﻴﺔ‪ :‬ﺘﺘﺨﺫ ﻤﺎﺩﺘﻬﺎ ﻤﻥ ﺍﻷﺤﺩﺍﺙ ﺍﻝﻤﺘﺩﺍﺨﻠﺔ‪ ،‬ﻭﻷﻨﻬﺎ ﻭﺼﻔﻴﺔ ﻭﻀﻌﻴﺔ ﺒﻤﻌﻨﻰ ﺃﻨﻬﺎ ﺘﺠﺭﻴﺒﻴﺔ ﺒﺤﺘﺔ‪.‬‬
‫‪ .٢‬ﺘﺤﻠﻴﻠﻴﺔ‪ :‬ﻷﻨﻬﺎ ﺘﻬﺩﻑ ﺇﻝﻰ ﻋﺯل ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺩﺍﻝﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ‪.‬‬
‫‪ .٣‬ﻗﺎﺒﻠﺔ ﻝﻠﺘﻜﻤﻴﻡ‪ :‬ﻷﻨﻬﺎ ﻗﺎﺒﻠﺔ ﻝﻠﺼﻴﺎﻏﺔ ﺍﻝﻜﻤﻴﺔ ﻭﻓﻕ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺭﻴﺎﻀﻴﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫‪ .٤‬ﻤﻀﺎﺩﺓ ﻝﻠﺘﻨﻅﻴﺭ‪ :‬ﻓﺎﻝﻨﻅﺭﻴﺔ ﻝﻴﺱ ﻝﻬﺎ ﺸﺄﻥ ﺒﻭﺠﻭﺩ ﺍﻝﺒﺭﻫﺎﻥ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺃﻭ ﺍﻨﻌﺩﺍﻤﻪ‪ ،‬ﻓﺎﻝﻨﻅﺭﻴﺎﺕ ﻫﻲ ﻗﻀﺎﻴﺎ‬
‫ﻋﻥ ﺘﻨﻅﻴﻡ ﺍﻝﻭﻗﺎﺌﻊ‪ .‬ﺃﻱ ﺃﻥ ﺍﻝﺤﺩﻴﺙ ﻋﻥ ﺘﺤﻘﻴﻕ ﺍﻝﻨﻅﺭﻴﺔ ﻻ ﻤﻌﻨﻰ ﻝﻪ ﻁﺎﻝﻤﺎ ﺃﻨﻬﺎ ﻻ ﺘﺘﻀﻤﻥ ﻗﻀﻴﺔ ﻝﻡ‬
‫ﻴﺜﺒﺕ ﺘﺤﻘﻴﻘﻬﺎ ﻗﺒل ﺫﻝﻙ‪.‬‬

‫ﻭﻤﻊ ﺃﻥ ﺴﻜﻨﺭ ﻜﺎﻥ ﻴﻌﻠﻥ ﺭﻓﻀﻪ ﻝﻠﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﺘﻨﻅﻴﺭ‪ ،‬ﻓﻘﺩ ﻭﺠﺩ ﻓﻲ ﻤﺒﺎﺩﺉ ﺍﻝﻭﻀﻌﻴﺔ ﺍﻝﻤﻨﻁﻘﻴﺔ‪ ١‬ﺍﻝﻐﻁﺎﺀ ﺍﻝﻤﻨﺎﺴﺏ‬
‫ﻷﻓﻜﺎﺭﻩ‪ .‬ﻭﻝﻌل ﺒﺼﻤﺎﺕ ﻫﺫﻩ ﺍﻝﻔﻠﺴﻔﺔ ﺘﺒﺩﻭ ﻭﺍﻀﺤﺔ ﻓﻲ ﺃﻋﻤﺎﻝﻪ ﺍﻝﺘﻲ ﻅﻬﺭﺕ ﻓﻴﻤﺎ ﺒﻌﺩ‪ .‬ﻭﻝﻜﻲ ﻴﺭﺩ ﻋﻠـﻰ ﻨﻔﺴـﻪ‬
‫ﺘﻬﻤﺔ ﺍﻝﺘﻨﺎﻗﺽ ﻋﺎﺩ ﻝﻠﺘﺫﻜﻴﺭ ﺒﻤﻭﻗﻔﻪ ﺍﻝﺴﻠﺒﻲ ﻤﻥ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻤﻭﻀﺤﹰﺎ ﺃﻥ ﻤﺎ ﻴﻌﻨﻴﻪ ﺒﺎﻝﻨﻅﺭﻴﺔ ﻤﺎ ﻫﻭ ﺇﻻ ﺍﻝﻭﻗـﺎﺌﻊ‬
‫ﺍﻝﺘﻲ ﺘﻜﺸﻑ ﻋﻨﻬﺎ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﺇﻤ‪‬ﺎ ﻓﻲ ﺍﻝﺠﻤﻠﺔ ﺍﻝﻌﺼـﺒﻴﺔ‪ ،‬ﺃﻭ ﻓـﻲ‬
‫"ﺍﻝﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﺼﻭﺭﻴﺔ"‪ ،‬ﻭ ﻓﻲ ﻤﺠﺎل ﺍﻝﻭﻋﻲ‪ .‬ﻷﻥ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺎﺕ ﻻ ﺘﻤﺩﻨﺎ‪ ،‬ﺤﺴﺏ ﺭﺃﻴﻪ‪ ،‬ﺇﻻ ﺒﺜﻘﺔ ﻤﻀـﻠﻠﺔ ﺒﻤـﺎ‬
‫ﻨﺘﻭﺼل ﺇﻝﻴﻪ ﻤﻥ ﻤﻌﺎﺭﻑ ﺤﻭل ﺍﻝﺴﻠﻭﻙ‪ .‬ﻭﻴﺅﻜﺩ ﺴﻜﻨﺭ ﻋﻠﻰ ﺃﻨﻪ ﻝﻡ ﻴﻜﻥ ﻓﻲ ﻴﻭﻡ ﻤﻥ ﺍﻷﻴﺎﻡ ﻀﺩ ﺍﻝﻨﻅﺭﻴﺔ ﺒﺼﻭﺭﺓ‬
‫ﻤﻁﻠﻘﺔ‪ .‬ﺇﻨﻪ ﺍﻵﻥ ﻤﻊ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺄﻯ ﻋﻥ ﻜل ﻤﺎ ﻫﻭ ﺩﺍﺨﻠﻲ ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﻓﺴـﻴﻭﻝﻭﺠﻴﹰﺎ ﺃﻡ ﻨﻔﺴـﻴﹰﺎ )ﻋـﺎﻤﻭﺩ‪،‬‬
‫‪.(٣٣٩‬‬

‫‪ ١‬ا  ا  ‪ ، Logical Positivism‬ا أ م ‪ ١٩٣١‬آ ‪$%  &%‬ج وه ت ‪ &%  % 3 .‬ا‪12‬ر ا ‪ ./.‬ا ‪ ,-‬أ‪) *+‬‬
‫أ‪8‬ء ‪ّ 6‬ـ‪ .‬وه‪ ,‬أ‪ 9:‬ا ‪9‬ارس ا ‪ ./.‬ا ‪ 3/< ,-‬أ‪ ً >:‬ا ‪ $-‬ا  أو ا ‪ $-‬ا ‪ ،/‬أ‪ :)/‬ه>‪ A‬هن‪ > ،‬اث‪ ،‬ا>‪ .C‬وه‪,‬‬
‫<)‪9‬ف إ ‪ 9: < 3‬ا  م آ) ‪ )6 )F<  % ,‬و<‪ HI‬ا  ا ‪F$‬ي ‪ &%‬ا‪+2‬ر ا ‪ .A-‬و <‪ 9-‬ا  ا  ‪ : ,‬ا ‪J1F‬ت‬
‫ا ‪.<K‬‬
‫ﻻ ﻴﺅﻤﻥ ﺴﻜﻨﺭ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﻋﺩﺍﺩ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﻤﻔﺤﻭﺼﻴﻥ ﻭﺩﺭﺍﺴﺔ ﻨﺘﺎﺌﺠﻬﻡ ﺇﺤﺼﺎﺌﻴﺎﹰ‪ ،‬ﺒل ﻴﻬﺘﻡ ﺒﺎﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺭﻜﺯﺓ‬
‫ﻋﻠﻰ ﻤﻔﺤﻭﺹ ﻭﺍﺤﺩ )ﺒﺭﻜﺎﺕ‪ .(٢٠٠٧ ،‬ﻭﻴﺒﺩﺃ ﺴﻜﻨﺭ ﻓﻲ ﺠﻤﻴﻊ ﺘﺠﺎﺭﺒﻪ ﺒﺎﺨﺘﻴﺎﺭ ﻨﻭﻉ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﺭﻴﺩ‬
‫ﺩﺭﺍﺴﺘﻪ ﺒﺤﻴﺙ ﺘﺘﻭﺍﻓﺭ ﻓﻴﻪ ﺍﻝﻤﻭﺍﺼﻔﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪:(٨٨ ،‬‬

‫‪ o‬ﻻ ﻴﺤﺘﺎﺝ ﺴﻠﻭﻙ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﺇﻝﻰ ﻤﺜﻴﺭ ﻨﻭﻋﻲ ﻴﻘﻭﺩ ﺇﻝﻰ ﺍﺴﺘﺼﺩﺍﺭﻩ‪.‬‬
‫ﻼ ﺃﻭ ﻨﺎﺩﺭﹰﺍ‪.‬‬
‫‪ o‬ﺃﻨﻪ ﻻ ﻴﺤﺩﺙ ﺒﺼﻔﺔ ﺩﺍﺌﻤﺔ ﻭﻤﺴﺘﻤﺭﺓ‪ ،‬ﺒل ﻗﻠﻴ ﹰ‬
‫‪ o‬ﺒﺴﻴﻁ ﻏﻴﺭ ﻤﻌﻘﺩ ﺃﻭ ﻤﺭﻜﺏ‪.‬‬
‫‪ o‬ﻴﻤﻜﻥ ﻤﻼﺤﻅﺘﻪ‪ ،‬ﻭﺘﺩﻭﻴﻥ ﻗﻴﺎﺴﻪ ﺒﺴﻬﻭﻝﺔ‪.‬‬
‫‪ o‬ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﺜﺎﺒﺕ ﻭﻴﺒﺩﻭ ﻓﻲ ﺼﻭﺭﺓ ﻭﺍﺤﺩ ﻤﺘﻜﺭﺭﺓ‪.‬‬

‫ﺃﻭﻻﹰ‪ :‬ﺗﺠﺎﺭﺑﻪ ﻋﻠﻰ ﺍﻟﻔﺌﺮﺍﻥ‪:‬‬

‫ﺘﻌﻭﺩ ﻨﺸﺄﺓ ﻤﻔﻬﻭﻡ ﺍﻹﺠﺭﺍﺀ ﻋﻨﺩ ﺴﻜﻨﺭ ﺇﻝﻰ ﺴﻨﻭﺍﺕ ﺩﺭﺍﺴﺘﻪ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﺤﻴﺙ ﻜﺎﻥ ﻴﻘـﻭﻡ ﺒﺩﺭﺍﺴـﺔ ﺍﻝـﺯﻤﻥ ﺍﻝـﺫﻱ‬
‫ﺘﺴﺘﻐﺭﻗﻪ ﺍﻝﻔﺌﺭﺍﻥ ﻓﻲ ﻋﻭﺩﺘﻬﺎ ﻤﻥ ﻋﻠﺒﺔ ﺍﻝﻨﻬﺎﻴﺔ ﺒﻌﺩ ﺤﺼﻭﻝﻬﺎ ﻋﻠﻰ ﺍﻝﻁﻌﺎﻡ ﺇﻝﻰ ﻋﻠﺒﺔ ﺍﻝﺒﺩﺍﻴﺔ ﻋﺒﺭ ﻤﻤﺭ ﻤﺴﺘﻘﻴﻡ‬
‫ﻓﻲ ﺍﻝﻤﺘﺎﻫﺔ‪ .‬ﻭﻗﺩ ﺼﻤﻤﺕ ﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﻋﻠﻰ ﺼﻭﺭﺓ ﺠﻬﺎﺯ ﻤﺴﺘﻁﻴل ﺍﻝﺸﻜل ﻴﺭﺘﻜﺯ ﻓﻲ ﻤﻨﺘﺼﻔﻪ ﻋﻠـﻰ ﻤﺤـﻭﺭ‬
‫ﻴﺤﻔﻅ ﻝﻠﻤﺴﺘﻁﻴل ﺘﻭﺍﺯﻨﻪ‪ .‬ﻭﻋﻨﺩ ﻭﺠﻭﺩ ﺍﻝﺤﻴﻭﺍﻥ )ﺍﻝﻔﺄﺭ( ﻓﻲ ﺃﺤﺩ ﺃﻁﺭﺍﻓﻪ‪ ،‬ﻓﺈﻥ ﻭﺯﻨﻪ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﺨﺘﻼل ﺘـﻭﺍﺯﻥ‬
‫ﺍﻝﻤﺴﺘﻁﻴل ﻭﺍﺭﺘﻔﺎﻉ ﺍﻝﻁﺭﻑ ﺍﻝﻤﻘﺎﺒل ﻤﻤﺎ ﻴﺴﻤﺢ ﺒﺩﻭﺭﺍﻥ ﻗﺭﺹ ﻤﻭﺠﻭﺩ ﻓﻲ ﺯﺍﻭﻴﺔ ﺍﻝﺠﻬﺎﺯ ﻋـﻥ ﻁﺭﻴـﻕ ﺫﺭﺍﻉ‬
‫ﻤﺜﺒﺕ ﻓﻲ ﻤﻨﺘﺼﻑ ﺃﺤﺩ ﺠﻭﺍﻨﺏ ﺍﻝﻤﺴﺘﻁﻴل‪ .‬ﻭﻴﻨﺘﺞ ﻋﻥ ﺩﻭﺭﺍﻥ ﺍﻝﻘﺭﺹ ﺍﻨﻔﺘﺎﺡ ﺃﺤﺩ ﺍﻝﺜﻘـﻭﺏ ﺍﻝﻤﻨﺘﺸـﺭﺓ ﻋﻠـﻰ‬
‫ﻤﺤﻴﻁﻪ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻤﺭﻭﺭ ﻭﺤﺩﺓ ﺍﻝﻁﻌﺎﻡ )ﺤﺒﺔ ﺸﻌﻴﺭ( ﻋﺒﺭﻩ ﻭﺴﻘﻭﻁﻬﺎ ﻓﻲ ﻓﺠﻭﺓ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺯﺍﻭﻴـﺔ ﺍﻝﺠﻬـﺎﺯ‪.‬‬
‫ﻭﻤﺎ ﻋﻠﻰ ﺍﻝﺤﻴﻭﺍﻥ‪ ،‬ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻗﻑ‪ ،‬ﺇﻻ ﺃﻥ ﻴﺘﺎﺒﻊ ﻁﺭﻴﻘﻪ ﻋﺒﺭ ﺍﻝﻤﻤﺭ ﺇﻝﻰ ﺘﻠﻙ ﺍﻝﺯﺍﻭﻴﺔ ﻭﺍﻝﺘﻘﺎﻁ ﺍﻝﻁﻌـﺎﻡ‪ .‬ﻭﻗـﺩ‬
‫ﻻﺤﻅ ﺴﻜﻨﺭ ﺃﻥ ﺍﻝﺤﻴﻭﺍﻥ ﻴﺤﺼل ﻋﻠﻰ ﺍﻝﻁﻌﺎﻡ ﺒﻔﻀل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﺘﺼﺩﺭ ﻋﻨﻪ ﺨـﻼل ﻭﺠـﻭﺩﻩ ﻓـﻲ ﻫـﺫﺍ‬
‫ﺍﻝﻤﻭﻗﻑ‪ ،‬ﻭﺃﻥ ﻤﻨﺤﻨﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻁﻌﺎﻡ ﻜﺎﻥ ﻴﻨﺨﻔﺽ ﺘﺩﺭﻴﺠﻴﹰﺎ ﻤﻥ ﻤﺤﺎﻭﻝﺔ ﺇﻝـﻰ ﺃﺨـﺭﻯ‪ .‬ﺃﻱ ﺃﻥ ﺯﻤـﻥ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻼﺤﻘﺔ ﻫﻭ ﺃﻗل ﻤﻥ ﺯﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ .‬ﻭﻜﺸﻔﺕ ﻫﺫﻩ ﺍﻝﺘﺠﺎﺭﺏ ﺃﻴﻀﹰﺎ ﻋﻥ ﻭﺠﻭﺩ ﻨﻘﺎﺌﺹ ﻓـﻲ‬
‫ﺘﺼﻤﻴﻡ ﺒﻌﺽ ﺃﺠﺯﺍﺀ ﺍﻝﺠﻬﺎﺯ‪ .‬ﻭﻫﻭ ﻤﺎ ﺩﻓﻊ ﺴﻜﻨﺭ ﺇﻝﻰ ﺇﺠﺭﺍﺀ ﺒﻌﺽ ﺍﻝﺘﻌﺩﻴﻼﺕ ﻋﻠﻴﻪ‪ .‬ﻭﺍﺴﺘﻤﺭ ﻓﻲ ﻋﻤﻠـﻪ ﻫـﺫﺍ‬
‫ﺃﻋﻭﺍﻤﹰﺎ ﻁﻭﻴﻠﺔ ﺤﺘﻰ ﺘﻭﺼل ﺇﻝﻰ ﺘﺼﻤﻴﻡ ﺠﻬﺎﺯ ﺼﻐﻴﺭ ﻋﻠﻰ ﺸﻜل ﻋﻠﺒﺔ ﺃﻭ ﺼﻨﺩﻭﻕ‪ ،‬ﺼﺎﺭ ﻴﻌﺭﻑ ﺒﺎﺴﻡ "ﺼﻨﺩﻭﻕ‬
‫ﺴﻜﻨﺭ"‪ .‬ﻭﻴﺤﺘﻭﻱ ﻫﺫﺍ ﺍﻝﺼﻨﺩﻭﻕ ﻋﻠﻰ ﻝﻭﺤﺔ ﻓﻴﻬﺎ ﺭﺍﻓﻌﺔ ﻭﻁﺒﻕ ﻝﻠﻁﻌﺎﻡ ﻭﻤﺼﺒﺎﺡ ﻜﻬﺭﺒﺎﺌﻲ‪ .‬ﻭﻴﻤﻜـﻥ ﺍﺴـﺘﺒﺩﺍل‬
‫ﺒﻌﺽ ﻫﺫﻩ ﺍﻝﻌﻨﺎﺼﺭ ﺘﺒﻌﹰﺎ ﻝﻠﺨﺼﺎﺌﺹ ﺍﻝﻌﻀﻭﻴﺔ ﻝﻠﻤﻔﺤﻭﺹ‪ .‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺇﻀﺎﻓﺔ ﻋﻨﺎﺼﺭ ﺃﺨﺭﻯ)ﻤﺼﺒﺎﺡ ﻜﻬﺭﺒﺎﺌﻲ‪،‬‬
‫ﺭﺍﻓﻌﺔ( ﻓﻲ ﻤﺭﺍﺤل ﻤﺘﻘﺩﻤـﺔ ﻤـﻥ ﺍﻝﺘﺠﺭﺒـﺔ‪.‬‬
‫ﻭﺘﺘﺼل ﺍﻝﺭﺍﻓﻌﺔ )ﺃﻭ ﺍﻝﺯﺭ( ﻋﺎﺩﺓ ﺒﻘﻠﻡ ﻝﺘﺴﺠﻴل‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ )ﺴﺤﺏ ﺍﻝﺭﺍﻓﻌـﺔ‪ ،‬ﺍﻝﻀـﻐﻁ ﻋﻠـﻰ‬
‫ﺍﻝﺯﺭ‪ (...‬ﻋﻠﻰ ﻭﺭﻗﺔ ﻋﻥ ﻁﺭﻴﻕ ﺤﺭﻜﺘﻪ ﻨﺤـﻭ‬
‫ﺍﻷﻋﻠﻰ‪ .‬ﻭﻤﺎ ﺃﻥ ﻴﺼل ﺍﻝﻘﻠـﻡ ﺇﻝـﻰ ﺍﻝﻁـﺭﻑ‬
‫ﺍﻝﻌﻠﻭﻱ ﻝﻠﻭﺭﻗﺔ‪ ،‬ﺒﻌﺩ ﺃﻥ ﻴﻜﻭﻥ ﻗﺩ ﺴﺠل ﻋﺩﺩﹰﺍ‬
‫ﻜﺒﻴﺭﹰﺍ ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‪ ،‬ﺤﺘـﻰ ﻴﻌـﻭﺩ ﺜﺎﻨﻴـﺔ‬
‫ﻭﺒﺼﻭﺭﺓ ﺁﻝﻴﺔ ﺇﻝﻰ ﺃﺴﻔل ﺍﻝﻭﺭﻗـﺔ ﻝﻴﻭﺍﺼـل‬
‫ﺘﺴﺠﻴل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ )ﻋﺎﻤﻭﺩ‪.(٣٣٩ ،‬‬
‫ﺇﻥ ﺘﺯﻭﻴﺩ ﺍﻝﻔﺄﺭ ﺒﻜﺭﻩ ﺍﻝﻁﻌﺎﻡ )ﺤﺒﺔ ﺍﻝﺸﻌﻴﺭ( ﻴﺴﻤﻰ ﺒﺎﻝﺘﻌﺯﻴﺯ ﺍﻝﻌﺭﻀﻲ‪ ،‬ﻷﻥ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻀـﻐﻁ ﻋﻠـﻰ ﺍﻝﺭﺍﻓﻌـﺔ‬
‫ﺼﺩﺭﺕ ﻋﻥ ﺍﻝﺤﻴﻭﺍﻥ ﻤﺼﺎﺩﻓﺔ ﻭﻝﻴﺱ ﻜﻭﺴﻴﻠﺔ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻁﻌﺎﻡ‪ ،‬ﻭﻫﻲ ﺍﻻﺴـﺘﺠﺎﺒﺔ ﺍﻝﺘـﻲ ﺘﻤﻴـﺯ ﺍﻝـﺘﻌﻠﻡ‬
‫ﺍﻹﺠﺭﺍﺌﻲ‪ .‬ﻭﻴﻼﺤﻅ ﺃﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻁﻌﺎﻡ ﻤﺘﻭﻗﻑ ﻋﻠﻰ ﻀﻐﻁ ﺍﻝﺭﺍﻓﻌﺔ‪ ،‬ﻭﺍﻝﺫﻱ ﻴﺤﺩﺙ ﺩﺍﺌﻤﺎ ﻓﻲ ﻤﺜـل ﻫـﺫﻩ‬
‫ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻫﻭ ﺍﺯﺩﻴﺎﺩ ﻤﻌﺩل ﺍﺴﺘﺠﺎﺒﺔ ﻀﻐﻁ ﺍﻝﺭﺍﻓﻌﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻔﺄﺭ‪ ،‬ﻭﻗﺩ ﺘﻤﻜﻥ ﻤﻥ ﺍﻝﻭﺼﻭل ﺇﻝـﻰ ﺍﻹﺸـﺭﺍﻁ‬
‫ﺍﻹﺠﺭﺍﺌﻲ ﻋﻥ ﻁﺭﻴﻕ ﺘﻭﻗﻑ ﺤﺩﻭﺙ ﻫﺫﻩ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻋﻠﻰ ﻅﻬﻭﺭ ﺍﻝﻤﻌﺯﺯ ﻭﻫﻭ ﺍﻝﻁﻌﺎﻡ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٧٦ ،‬‬
‫ﻭﺇﺫﺍ ﻤﺎ ﺘﻡ ﻓﺼل ﻤﺨﺯﻭﻥ ﺍﻝﻁﻌﺎﻡ ﻋﻥ ﺍﻝﺭﺍﻓﻌﺔ ﺒﺤﻴﺙ ﺇﻥ ﺍﻝﻁﻌﺎﻡ ﻻ ﻴﻨﺯل ﺇﺫﺍ ﻤﺎ ﻀﻐﻁ ﻋﻠﻴﻬﺎ‪ ،‬ﻓﺈﻥ ﻤﻌﺩل ﺍﻝﻘﻴﺎﻡ‬
‫ﺒﻌﻤﻠﻴﺔ ﺍﻝﻀﻐﻁ ﺴﻭﻑ ﻴﻨﺨﻔﺽ ﺃﻱ ﺃﻥ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ ﺘﺄﺨﺫ ﻓﻲ ﺍﻻﺨﺘﻔﺎﺀ ﻨﺘﻴﺠﺔ ﻋﺩﻡ ﺍﻝﺘﻌﺯﻴﺯ‪ .‬ﻜﻤﺎ ﻴﻤﻜﻥ‬
‫ﻝﻠﻤﺸﺭﻑ ﻋﻠﻰ ﺍﻝﺘﺠﺭﺒﺔ ﺃﻥ ﻴﺩﺨل ﻋﺎﻤل ﺍﻝﺘﻤﻴﻴﺯ ﺇﻝﻴﻬﺎ ﻭﺫﻝﻙ ﺒﺄﻥ ﻴﻠﺠﺄ ﺇﻝﻰ ﺇﻋﻁﺎﺀ ﺍﻝﻁﻌﺎﻡ ﻝﻠﻔﺄﺭ ﻓﻘﻁ ﻋﻨﺩﻤﺎ‬
‫ﻴﻀﻐﻁ ﻋﻠﻰ ﺍﻝﺭﺍﻓﻌﺔ ﺤﻴﻥ ﻴﻜﻭﻥ ﺍﻝﻨﻭﺭ ﺍﻝﻤﻭﺠﻭﺩ ﻓﻭﻗﻬﺎ ﻤﻀﺎ ‪‬ﺀ ‪ ،‬ﻭﻻ ﻴﻌﺯﺯ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺼﻨﺩﻭﻕ ﻤﻅﻠﻤﹰﺎ ﻭﻫﺫﺍ‬
‫ﺍﻹﺠﺭﺍﺀ ﻴﺠﻌل ﺍﻝﻔﺄﺭ ﻴﻀﻐﻁ ﻋﻠﻰ ﺍﻝﺭﺍﻓﻌﺔ ﻓﻘﻁ ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺍﻝﻀﻭﺀ )ﻗﻁﺎﻤﻲ‪ ،‬ﻋﺩﺱ‪.(١٢٠ ،‬‬

‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﺗﺠﺎﺭﺑﻪ ﻋﻠﻰ ﺍﻟﺤﻤﺎﻡ‪:‬‬

‫ﺍﻨﺘﻘﻰ ﺴﻜﻨﺭ ﺴﻠﻭﻙ ﺭﻓﻊ ﺍﻝﺤﻤﺎﻤﺔ ﻝﺭﺃﺴﻬﺎ‪ ،‬ﻭﺤﺩﺩ ﻫﺩﻓﻪ ﻓﻲ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻌﻠﻴﻡ ﺍﻝﺤﻤﺎﻤﺔ ﺃﻥ ﺘﺭﻓﻊ ﺭﺃﺴﻬﺎ ﺇﻝﻰ ﻋﻼﻤﺔ‬
‫ﻤﻌﻴﻨﺔ ﻝﻔﺘﺭﺍﺕ ﺃﻭ ﻋﺩﺩ ﻤﺭﺍﺕ ﺃﻜﺜﺭ ﻤﻤﺎ ﻜﺎﻨﺕ ﻋﻠﻴﻪ ﻗﺒل ﺍﻝﺘﻌﻠﻡ‪ .‬ﻭﻀﻊ ﺴﻜﻨﺭ ﺍﻝﺤﻤﺎﻤﺔ ﻭﻫﻲ ﻓﻲ ﺤﺎﻝﺔ ﺠﻭﻉ ﺸﺩﻴﺩ‬
‫ﺩﺍﺨل ﺼﻨﺩﻭﻕ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺎﺘﻬﺎ‪ ،‬ﻭﺤﺩﺩ ﻋﻼﻤﺔ ﻤﻌﻴﻨﺔ ﻋﻠﻰ ﻤﺴﻁﺭﺓ ﻤﺩﺭﺠﺔ ﻤﻭﺠﻭﺩﺓ ﺩﺍﺨل ﺍﻝﺼﻨﺩﻭﻕ‪،‬‬
‫ﻭﻓﻲ ﺃﺜﻨﺎﺀ ﺘﺠﻭل ﺍﻝﺤﻤﺎﻤﺔ ﻓﻲ ﺍﻝﺼﻨﺩﻭﻕ ﺒﺤﺜﹰﺎ ﻋﻥ ﺍﻝﻁﻌﺎﻡ ﻗﺩ ﺘﺭﻓﻊ ﺍﻝﺤﻤﺎﻤﺔ ﺭﺃﺴﻬﺎ ﺼﺩﻓﺔ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻌﻼﻤﺔ‬
 ‫ﺍﻝﺘﻲ ﺴﺒﻕ ﺃﻥ ﺤﺩﺩﻫﺎ ﺴﻜﻨﺭ ﺇﺠﺭﺍﺌﻴﺎ‪ .‬ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‬
‫ﻋﺯﺯ ﺴﻜﻨﺭ ﺍﻝﺴﻠﻭﻙ ﺒﻁﺭﻴﻘﺔ ﺃﻭﺘﻭﻤﺎﺘﻴﻜﻴﺔ ﺒﻨﺯﻭل ﺤﺒﺔ‬
‫ﺍﻝﻁﻌﺎﻡ ﻓﻲ ﻁﺒﻕ ﻤﻭﺠﻭﺩ ﻓﻲ ﺃﺭﻀﻴﺔ ﺍﻝﺼﻨﺩﻭﻕ‪ .‬ﻭﻜﺭﺭ‬
‫ﺍﻹﺠﺭﺍﺀ ﺍﻝﺴﺎﺒﻕ ﻋﺩﺓ ﻤﺭﺍﺕ‪ ،‬ﺒﻤﻌﻨﻰ ﻜل ﻤﺎ ﺭﻓﻌﺕ‬
‫ﺍﻝﺤﻤﺎﻤﺔ ﺭﺃﺴﻬﺎ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻌﻼﻤﺔ ﺘﻌﺯﺯ ﺒﺎﻝﺤﺒﻭﺏ‪،‬‬
‫ﻭﻓﻲ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﻲ ﻻ ﺘﺼل ﻓﻴﻬﺎ ﺇﻝﻰ ﺍﻝﻌﻼﻤﺔ ﻻ ﺘﻌﺯﺯ‪.‬‬
‫ﻭﻨﺘﻴﺠﺔ ﻝﻺﺠﺭﺍﺀﺍﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻻﺤﻅ ﺴﻜﻨﺭ ﺘﻐﻴﻴﺭﹰﺍ ﺴﺭﻴﻌﹰﺎ‬
‫ﻓﻲ ﺘﻜﺭﺍﺭ ﻋﺩﺩ ﻤﺭﺍﺕ ﺭﻓﻊ ﺍﻝﺭﺃﺱ‪ ،‬ﻭﺃﺼﺒﺢ ﻫﺫﺍ ﺍﻝﺴﻠﻭﻙ‬
‫ﻫﻭ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺸﺎﺌﻊ ﺒﻌﺩ ﺃﻥ ﻜﺎﻥ ﻨﺎﺩﺭﺍﹰ‪ ،‬ﺒل ﺇﻥ ﺍﻝﺤﻤﺎﻤﺔ‬
‫ﻅل ﺭﺃﺴﻬﺎ ﻤﺭﺘﻔﻌﺎ ﺇﻝﻰ ﺍﻝﻌﻼﻤﺔ ﺒﺼﻔﺔ ﺸﺒﻪ ﻤﺴﺘﻤﺭﺓ‪.‬‬
‫ﻭﻴﻼﺤﻅ ﺃﻥ ﺍﻝﺤﻤﺎﻤﺔ ﻜﺎﻨﺕ ﻏﻴﺭ ﻤﻘﻴﺩﺓ ﻜﻤﺎ ﻓﻲ ﺘﺠﺎﺭﺏ ﺒﺎﻓﻠﻭﻑ‪ ،‬ﻭﻻ ﺘﺴﻌﻰ ﻝﻠﻬﺭﺏ ﻜﻤﺎ ﻓﻲ ﺘﺠﺎﺭﺏ ﺜﻭﺭﻨﺩﺍﻴﻙ‪،‬‬
‫ﻭﻝﻜﻨﻬﺎ ﺘﺴﺘﺠﻴﺏ ﻝﻠﻤﻭﻗﻑ ﺘﺒﻌﺎ ﻝﻠﻤﻌﺯﺯ‪ .‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻝﺘﻌﻠﻡ ﺍﻹﺠﺭﺍﺌﻲ ﺘﺤﺩﺙ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺃﻭﻻ ﻜﻨﺸﺎﻁ‬
‫ﻋﻀﻠﻲ ﺜﻡ ﺘﻌﺯﺯ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻝﺘﻌﺯﻴﺯ ﻋﻤﻠﻴﺔ ﺘﺘﻠﻭ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻭﻫﺫﺍ ﻓﺭﻕ ﺒﻴﻥ ﺇﺸﺭﺍﻁ ﺒﺎﻓﻠﻭﻑ ﻭﺇﺸﺭﺍﻁ ﺴﻜﻨﺭ‪ .‬ﻓﻔﻲ‬
‫ﺇﺸﺭﺍﻁﻴﺔ ﺒﺎﻓﻠﻭﻑ ﻴﺭﺘﺒﻁ ﺍﻝﻤﺜﻴﺭ ﺒﺎﻝﻤﻌﺯﺯ‪ ،‬ﺒﻴﻨﻤﺎ ﻓﻲ ﺇﺸﺭﺍﻁﻴﺔ ﺴﻜﻨﺭ ﺘﺭﺘﺒﻁ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺒﺎﻝﻤﻌﺯﺯ )ﺇﺒﺭﺍﻫﻴﻡ‪،‬‬
‫ﺭﺩﺍﺩﻱ‪.(٩٠-٨٩ ،‬‬

‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﺗﺠﺎﺭﺑﻪ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪:‬‬

‫ﻗﺎﻡ ﺴﻜﻨﺭ ﺒﺘﻁﺒﻴﻕ ﺒﻌﺽ ﺘﺠﺎﺭﺒﻪ ﻋﻠﻰ ﺍﺒﻨﺘﻪ ﺍﻝﺼﻐﺭﻯ‬
‫ﺩﻴﺒﻭﺭﺍ‪ ،‬ﺤﻴﺙ ﻭﻀﻌﻬﺎ ﻓﻲ ﺼﻨﺩﻭﻕ ﺸﻔﺎﻑ ﻤﻜﻴﻑ‪ ،‬ﻀﻤﻥ ﻝﻬﺎ‬
‫ﺍﻝﻨﻭﻡ ﻭﺍﻝﺩﻑﺀ ﻭﺍﻝﺭﺍﺤﺔ‪ ،‬ﻭﻭﻗﺎﻫﺎ ﻤﻥ ﺍﻷﻤﺭﺍﺽ ﻭﺍﻝﻁﻔﺢ‬
‫ﺍﻝﺠﻠﺩﻱ‪ .‬ﻭﻗﺩ ﺒﻘﻴﺕ ﻓﻴﻪ ﻝﻤﺩﺓ ﺴﻨﺘﻴﻥ ﻭﻨﺼﻑ‪ ،‬ﻭﻗﺩ ﻨﻤﺕ‬
‫ﻭﺃﺼﺒﺤﺕ ﻓﺘﺎﺓ ﺴﻌﻴﺩﺓ ﺘﺘﻤﺘﻊ ﺒﺼﺤﺔ ﺠﻴﺩﺓ ) ‪NNDP,‬‬
‫‪ .(2010‬ﻜﻤﺎ ﺍﺴﺘﺨﺩﻡ ﺴﻜﻨﺭ ﺇﺠﺭﺍﺀ ﺍﻝﺘﺸﻜﻴل ﻤﻊ ﺃﺤﺩ ﺍﺒﻨﺘﻴﻪ‪،‬‬
‫ﻋﻨﺩﻤﺎ ﺃﺭﺍﺩ ﺃﻥ ﻴﻌﻠﻤﻬﺎ ﻜﻴﻑ ﺘﺴﺘﺨﺩﻡ ﺍﻝﺯﻻﺠﺔ ﺜﻡ ﺘﻘﻔﺯ ﻋﻨﻬﺎ‪،‬‬
‫ﻜﻤﺎ ﺍﺴﺘﺨﺩﻡ ﻤﻌﻬﺎ ﺍﻝﺘﻌﺯﻴﺯ ﻝﺤﺜﻬﺎ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﻝﺔ‪ ،‬ﻭﻓﻲ ﻜل‬
‫ﻤﺭﺓ ﻜﺎﻥ ﻴﻀﻊ ﺠﺯﺀ ﺃﻜﺒﺭ ﻤﻥ ﺠﺴﺩﻫﺎ ﻋﻠﻰ ﺍﻝﺯﻻﺠﺔ ‪ ،‬ﺤﺘﻰ‬
‫ﺘﺘﻤﻜﻥ ﺸﻴﺌﺎ ﻓﺸﻴﺌﺎ ﻤﻥ ﺍﻝﺘﺯﻝﺞ ﻭﺍﻝﻘﻔﺯ )‪.(Boeree, 2006‬‬
‫ﻭﻗﺩ ﺃﻤﻜﻥ ﻜﺫﻝﻙ ﺇﺤﺩﺍﺙ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ ﻓﻲ ﺴﻠﻭﻙ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺤﻴﻭﺍﻨﺎﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻤﺜل ﺍﻝﺘﻘﺎﻁ ﺍﻝﺤﻤﺎﻡ ﻝﻤﻔﺘﺎﺡ‬
‫ﺃﻭ ﺭﻓﻊ ﻜﻠﺏ ﻝﻘﺩﻤﻪ ﺃﻭ ﻗﻴﺎﻡ ﺤﺼﺎﻥ ﺒﻬﺯ ﺭﺃﺴﻪ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٧ ،‬ﻝﻘﺩ ﺃﺠﺭﻯ ﺴﻜﻨﺭ ﺃﻏﻠﺏ ﺃﺒﺤﺎﺜﻪ ﻋﻠﻰ ﺠﻬﺎﺯ‬
‫ﻴﻌﺭﻑ ﺒﺼﻨﺩﻭﻕ ﺴﻜﻨﺭ‪ ،٢‬ﻭﺘﺨﺘﻠﻑ ﺍﻝﻤﻌﺎﻝﺠﺔ ﻁﺒﻘﺎ ﻻﺨﺘﻼﻑ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ‪ .‬ﻓﻘﺩ ﺍﺴﺘﺨﺩﻡ ﻀﻐﻁ ﺍﻝﻔﺌﺭﺍﻥ ﻋﻠﻰ‬
‫ﺭﺍﻓﻌﺔ‪ ،‬ﻭﻨﻘﺭ ﺍﻝﺤﻤﺎﻡ ﻋﻠﻰ ﺩﺍﺌﺭﺓ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺠﻬﺎﺯ ﺘﺸﺒﻪ ﻤﻔﺘﺎﺡ ﺍﻝﺘﻠﻐﺭﺍﻑ‪ ،‬ﻭﺠﺫﺏ ﺍﻷﻓﺭﺍﺩ ﺫﺭﺍﻋﹰﺎ ﻤﻌﻴﻨﺔ ﻓﻲ‬
‫ﺍﻝﺠﻬﺎﺯ‪ .‬ﺃﻭ ﺃﻱ ﺸﻲ ﺁﺨﺭ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﺍﻝﺫﻱ ﺘﺠﺭﻱ ﻋﻠﻴﻪ ﺍﻝﺩﺭﺍﺴﺔ )ﺒﺭﻜﺎﺕ‪.(٢٠٠٧ ،‬‬
‫ﻭﺒﻭﺠﻪ ﻋﺎﻡ ﻓﻀل ﺴﻜﻨﺭ ﺃﻥ ﻴﺠﺭﻱ ﺘﺠﺎﺭﺒﻪ ﻋﻠﻰ ﺍﻝﺤﻴﻭﺍﻨﺎﺕ ﻷﻥ ﺴﻠﻭﻜﻬﺎ ﺒﺴﻴﻁ ﻭﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺨﻁﻭﺍﺘﻪ ﺒﺴﻬﻭﻝﻪ‪،‬‬
‫ﻭﻷﻥ ﻋﻭﺍﻤل ﺍﻝﺘﻌﺯﻴﺯ ﺒﺩﻭﺭﻫﺎ ﻭﺇﺠﺭﺍﺀﺍﺘﻪ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﺒﺎﻝﻤﺜل ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﻅﺭﻭﻑ ﺃﻓﻀل ﻤﻥ ﺘﻠﻙ ﺍﻝﺘﻲ‬
‫ﻼ ﻋﻥ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻀﺒﻁ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻤﻥ ﺩﻗﺔ ﺍﻝﻤﻼﺤﻅﺔ ﻭﺍﻝﻘﻴﺎﺱ‬
‫ﺘﺴﻴﺭﻫﺎ ﻅﺭﻭﻑ ﺍﻝﺘﺠﺭﻴﺏ ﻋﻠﻰ ﺍﻹﻨﺴﺎﻥ‪ .‬ﻓﻀ ﹰ‬
‫ﻭﺘﺴﺠﻴل ﺍﻝﻨﺘﺎﺌﺞ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺠﻬﺯﺓ ﻤﺼﻤﻤﺔ ﺨﺼﻴﺼﹰﺎ ﻷﻏﺭﺍﺽ ﺍﻝﺘﺠﺭﻴﺏ ﻋﻠﻰ ﺍﻝﺤﻴﻭﺍﻥ‪ .‬ﻤﻤﺎ ﻴﻘﻠل ﻤﻥ‬
‫ﺃﺜﺭ ﺘﺩﺍﺨل ﻤﺘﻐﻴﺭﺍﺕ ﺃﺨﺭﻯ ﻝﻡ ﺘﻜﻥ ﻓﻲ ﺍﻝﺤﺴﺒﺎﻥ‪ ،‬ﻭﻴﺴﻬﻡ ﻓﻲ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ‬
‫ﻤﻥ ﺍﻝﺘﻌﻠﻡ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٧٧ ،‬‬
‫ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻨﺤﻭ ﻴﺘﺸﻜل ﺍﻝﺴﻠﻭﻙ ﺍﻝﺒﺴﻴﻁ ﻭﺍﻝﻤﻌﻘﺩ ﻋﻨﺩ ﺍﻝﺤﻴﻭﺍﻨﺎﺕ‪ .‬ﻭﻝﺩﻯ ﺍﻻﻨﺘﻘﺎل ﺇﻝﻰ ﻋﺎﻝﻡ ﺍﻹﻨﺴـﺎﻥ ﻻ ﻴﻔﻌـل‬
‫ﺴﻜﻨﺭ ﺃﻜﺜﺭ ﻤﻥ ﺘﻌﻤﻴﻡ ﻨﺘﺎﺌﺠﻪ ﻓﻲ ﺍﻻﻜﺘﺴﺎﺏ ﺍﻝﺤﻴﻭﺍﻨﻲ ﻋﻠﻰ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺒﺸﺭﻱ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻴﺸـﻴﺭ ﺇﻝـﻰ ﺃﻱ ﻓـﺭﻕ‬
‫ﻨﻭﻋﻲ ﺒﻴﻥ ﻫﺫﺍ ﻭﺫﺍﻙ )ﻋﺎﻤﻭﺩ‪.(٣٤٢ ،‬‬

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‫ﺍﻗﺘﺼﺭ ﺍﻫﺘﻤﺎﻡ ﺴﻜﻨﺭ ﻋﻠﻰ ﻤﻼﺤﻅﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻤﻼﺤﻅﺔ ﻭﺍﻗﻌﻴﺔ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻴﻬﺩﻑ ﻭﺼﻔﻬﺎ ﻤﻥ ﻜل ﺠﻭﺍﻨﺒﻬﺎ‬
‫ﺜﻡ ﺍﺴﺘﺨﻼﺹ ﺃﻭ ﺒﻨﺎﺀ ﻨﻅﺎﻡ ﻤﻌﻴﻥ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺠﻤﻴﻊ ﺍﻝﻭﻗﺎﺌﻊ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻭﺘﻔﺴﻴﺭﻫﺎ‪ .‬ﻭﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻫﺫﺍ ﻨﺠﺩ ﺃﻥ‬
‫ﻤﻔﺎﻫﻴﻡ ﺴﻜﻨﺭ ﺘﺤﺩﺩﺕ ﺒﺤﺩﻭﺩ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﻤﺒﺎﺸﺭﺓ ﺒﺤﻴﺙ ﺘﻌﻁﻲ ﻭﺼﻔﺎ ﻝﻠﻅﻭﺍﻫﺭ ﺃﻭ ﺍﻝﻭﻗﺎﺌﻊ ﻝﻴﺨﺭﺝ ﻤﻨﻬﺎ‬
‫ﺒﻘﺎﻋﺩﺓ ﻴﻔﺴﺭ ﺍﻝﻅﺎﻫﺭﺓ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪ .(٨٥ ،‬ﻭﻤﻥ ﺃﻫﻡ ﻫﺫﻩ ﺍﻝﻤﻔﺎﻫﻴﻡ‪ :‬ﺍﻝﺴﻠﻭﻙ )ﺍﻻﺴﺘﺠﺎﺒﺎﺕ(‪ ،‬ﺍﻝﻤﺜﻴﺭﺍﺕ‪،‬‬
‫ﺍﻝﺘﻌﺯﻴﺯ‪ ،‬ﺍﻝﻌﻘﺎﺏ‪ ،‬ﺘﺸﻜﻴل ﺍﻝﺴﻠﻭﻙ‪ ،‬ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ‪ ،‬ﺍﻝﺘﻌﻤﻴﻡ‪ ،‬ﻭﺍﻝﺴﻠﻭﻙ ﺍﻝﻠﻔﻅﻲ‪.‬‬

‫ﺃﻭﻻﹰ‪ :‬ﺍﻟﺴﻠﻮﻙ )‪:(Behavior‬‬

‫ﻯ ﺴﻜﻨﺭ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﺘﺤﻜﻤﻪ ﻗﻭﻯ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺃﻤﺎ ﻤﻔﻬﻭﻡ ﺍﻹﺭﺍﺩﺓ ﺍﻝﺤﺭﺓ ﻓﻼ ﻴﻌﺩﻭ ﻜﻭﻨﻪ‬
‫ﺃﺴﻁﻭﺭﺓ ﻓﻘﻁ‪ .‬ﻭﺍﻝﻔﺭﺩ ﻻ ﻴﻌﻴﺵ ﻝﻨﻔﺴﻪ ﻭﻝﻜﻥ ﻝﻤﺼﻠﺤﺔ ﻤﺠﺘﻤﻌﻪ‪ ،‬ﻭﻫﻨﺎﻙ ﺤﺎﺠﺔ ﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺴﻴﻁﺭﺓ ﻭﺍﻝﺘﺤﻜﻡ ﻓﻲ‬

‫‪$ ٢‬رة & ‪)6‬ز ‪$-  N/‬ط ا ‪$‬دئ ا ) ‪ < ,‬ا ‪ K‬ا>ت‪ ،‬و‪ V1% 3 9-‬ا ‪ K‬ان ا   ع دا‪ +‬ا ‪9T‬وق ‪ &% / 1‬ا م‬
‫‪ ,‬آ ‪%‬ة  ) ا‪ ، %  -‬و< م ا‪2‬داة ا  ‪ 6‬دة ‪+‬رج ا ‪9T‬وق ‪ /-‬ا‪ -‬ت ا ‪ K‬ان‪.‬‬
‫ﺍﻝﺒﻴﺌﺔ ﺤﺴﺏ ﺃﻗﻭﻝﻪ‪ .‬ﻭﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺤﻜﻡ ﻻ ﻴﺠﺏ ﺇﻨﻜﺎﺭﻫﺎ ﺒل ﻴﺠﺏ ﺃﻥ ﺘﺩﺭﺱ ﻭﻨﻔﻬﻤﻬﺎ ﺤﺘﻰ ﻴﻤﻜﻥ ﻝﻨﺎ ﺘﻌﻠﻡ ﻜﻴﻔﻴﺔ‬
‫ﺘﻁﺒﻴﻘﻬﺎ ﺒﻔﺎﻋﻠﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻨﺭﻴﺩﻩ‪ ،‬ﻓﻨﺤﻥ ﻝﺩﻴﻨﺎ ﺍﻝﻘﻭﺓ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺴﻠﻭﻜﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﺴﺎﻋﺩﻨﺎ ﻓﻲ ﺘﺤﻘﻴﻕ ﻫﺫﻩ ﺍﻝﻐﺎﻴﺎﺕ )ﺒﺭﻜﺎﺕ‪.(٢٠٠٧ ،‬‬
‫ﻭﻴﻌﺭﻑ ﺴﻜﻨﺭ ﺍﻝﺴﻠﻭﻙ ﻋﻠﻰ ﺃﻨﻪ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺼﺎﺩﺭ ﻋﻥ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ‪ ،‬ﻝﻜﻨﻪ ﻝﻴﺱ ﺃﻱ ﻨﺸﺎﻁ ﻭﺇﻨﻤﺎ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺫﻱ‬
‫ﻴﻤﻜﻥ ﻤﻼﺤﻅﺘﻪ ﻭﻴﻤﻜﻥ ﻗﻴﺎﺴﻪ ﻭﻻ ﺸﻲﺀ ﻏﻴﺭ ﺫﻝﻙ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٨٦ ،‬‬
‫ﻜﻤﺎ ﻴﻔﺭﻕ ﺴﻜﻨﺭ ﺒﻴﻥ ﻨﻤﻁﻴﻥ ﻤﻥ ﺍﻝﺴﻠﻭﻙ‪:‬‬

‫‪ .١‬ﺍﻝﺴﻠﻭﻙ ﺍﻻﺴﺘﺠﺎﺒﻲ ‪:Respondent Behavior‬‬

‫ﺃﻭ ﻤﺎ ﻴﺴﻤﻰ ﺒﺭﺩ ﺍﻝﻔﻌل ﺍﻻﻨﻌﻜﺎﺴﻲ )‪ ،(Reflex Behavior‬ﻭﻫﻭ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﺘﺘﺤﻜﻡ ﻓﻴﻪ ﺍﻝﻤﺜﻴﺭﺍﺕ‬
‫ﺍﻝﺘﻲ ﺘﺴﺒﻘﻪ‪ ،‬ﻓﺒﻤﺠﺭﺩ ﺤﺩﻭﺙ ﺍﻝﻤﺜﻴﺭ ﻴﺤﺩﺙ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻭﻝﻬﺫﺍ ﻨﻘﻭل ﺃﻥ ﺍﻝﻤﺜﻴﺭ ﻴﺴﺘﺠﺭ )‪ (elicits‬ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻻﺴﺘﺠﺎﺒﻲ‪ ،‬ﻭﺘﺴﻤﻰ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺴﺘﺠﺭ ﺍﻝﺴﻠﻭﻙ ﺍﻻﺴﺘﺠﺎﺒﻲ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻻﺴﺘﺠﺭﺍﺭﻴﺔ ) ‪Eliciting‬‬
‫‪) (Stimuli‬ﺍﻝﺨﻁﻴﺏ‪ .(١٨ ،‬ﻓﺎﻝﻔﻌل ﺍﻝﻤﻨﻌﻜﺱ ﻫﻭ ﺍﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻤﺜﻴﺭ ﻭﺍﺴﺘﺠﺎﺒﺔ ﺒﻼ ﺯﻴﺎﺩﺓ ﺃﻭ ﺇﻀﺎﻓﺔ‬
‫)ﺒﺭﻜﺎﺕ‪.(٢٠٠٧ ،‬‬
‫ﻭﻴﺤﺩﺙ ﻫﺫﺍ ﺍﻝﺴﻠﻭﻙ ﺒﻔﻌل ﻭﺠﻭﺩ ﻤﺜﻴﺭﺍﺕ ﺃﻭ ﻤﻨﺒﻬﺎﺕ‪ .‬ﻭﻴﺘﻤﺜل ﺫﻝﻙ ﻓﻲ ﺍﻝﻔﻌل ﺍﻝﻤﻨﻌﻜﺱ ﺍﻝﻁﺒﻴﻌﻲ ﻭﺍﻝﻔﻌل‬
‫ﺍﻝﻤﻨﻌﻜﺱ ﺍﻝﺸﺭﻁﻲ‪ .‬ﺃﻱ ﺃﻨﻪ ﺍﻝﻨﻤﻁ ﺍﻝﺫﻱ ﻴﺴﻴﺭ ﻭﻓﻕ ﻤﺒﺩﺃ "ﻻ ﺍﺴﺘﺠﺎﺒﺔ ﺒﺩﻭﻥ ﻤﺜﻴﺭ"‪ ،‬ﻓﺎﻝﺴﻠﻭﻙ ﻫﻨﺎ ﻴﻨﺘﺯﻉ‬
‫ﺍﻨﺘﺯﺍﻋﺎ ﻤﻥ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻨﺘﻴﺠﺔ ﻝﺘﺄﺜﻴﺭ ﻤﺜﻴﺭ ﺨﺎﺭﺠﻲ‪ .‬ﻭﻴﻨﺎﻗﺵ ﺴﻜﻨﺭ ﺍﻝﻔﻌل ﺍﻝﻤﻨﻌﻜﺱ ﻭﺃﻫﻤﻴﺘﻪ ﻓﻲ‬
‫ﺍﻝﺴﻠﻭﻙ ﻭﻴﺭﻯ ﺃﻨﻪ ﻝﻴﺱ ﻫﻨﺎﻙ ﺸﻙ ﻓﻲ ﺃﻥ ﺠﺯﺀﺍ ﻤﻌﻴﻨﺎ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺤﻴﻭﻱ ﻴﻨﺘﺞ ﻋﻥ ﻤﺅﺜﺭ ﻤﻌﻴﻥ‪،‬‬
‫ﻭﻫﺫﺍ ﻴﺴﺎﻋﺩﻨﺎ ﻓﻲ ﺍﻝﺘﻨﺒﺅ ﺍﻝﺩﻗﻴﻕ ﻋﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻻﻨﻌﻜﺎﺴﻴﺔ‪ .‬ﻭﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻝﺴﻠﻭﻙ ﺇﻻ ﺃﻨﻨﺎ‬
‫ﻝﻭ ﺠﻤﻌﻨﺎ ﻜل ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﺨﻀﻊ ﻝﻼﻨﻌﻜﺎﺴﺎﺕ ﺍﻝﺒﺴﻴﻁﺔ‪ ،‬ﻓﺈﻨﻪ ﻝﻥ ﻴﻜﻭﻥ ﻝﺩﻴﻨﺎ ﺇﻻ ﺫﺭﺓ ﺒﺴﻴﻁﺔ ﻤﻥ ﻜﺘﻠﺔ‬
‫ﺴﻠﻭﻙ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ‪ .‬ﻭﻤﻌﻨﻰ ﺫﻝﻙ ﺃﻥ ﺴﻜﻨﺭ ﻴﻘﺭﺭ ﺒﻤﺤﺩﻭﺩﻴﺔ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﻷﻨﻪ ﻴﻌﺘﻤﺩ ﻋﻠﻰ‬
‫ﺍﻝﻭﻅﺎﺌﻑ ﺍﻝﻌﻀﻭﻴﺔ ﻭﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٨٧ ،‬‬
‫ﻭﻤﻥ ﺍﻷﻤﺜﻠﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﺇﻏﻤﺎﺽ ﺠﻔﻥ ﺍﻝﻌﻴﻥ ﻋﻨﺩ ﺘﻌﺭﻀﻬﺎ ﻝﻨﻔﺨﺔ ﻫﻭﺍﺀ‪ ،‬ﻭﺍﻝﺒﻜﺎﺀ‬
‫ﺍﻝﻨﺎﺠﻡ ﻋﻥ ﺘﻘﻁﻴﻊ ﺸﺭﺍﺌﺢ ﺍﻝﺒﺼل‪ ،‬ﻭﺭﺠﻔﺔ ﺍﻝﺭﻜﺒﺔ ﻋﻨﺩ ﺍﻝﻁﺭﻕ ﻋﻠﻰ ﻤﺎ ﺘﺤﺘﻬﺎ ﺒﻘﻠﻴل ﻁﺭﻗﺎ ﺨﻔﻴﻔﺎﹰ‪،‬‬
‫ﻭﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺨﺎﻭﻑ ﺍﻝﻤﺭﻀﻴﺔ ﻭﻏﻴﺭ ﺍﻝﻤﺭﻀﻴﺔ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٧٥ ،‬‬
‫ﻭﻨﻼﺤﻅ ﻤﻤﺎ ﺴﺒﻕ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻻﺴﺘﺠﺎﺒﻲ ﻻ ﻴﺘﺄﺜﺭ ﺒﺎﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﺒﻌﻪ‪ ،‬ﻭﻨﺴﺘﻁﻴﻊ ﺍﻝﻘﻭل ﺃﻥ ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻻﺴﺘﺠﺎﺒﻲ ﺃﻗﺭﺏ ﻤﺎ ﻴﻜﻭﻥ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻼﺇﺭﺍﺩﻱ‪ .‬ﻜﺫﻝﻙ ﻓﻬﺫﺍ ﺍﻝﺴﻠﻭﻙ ﺜﺎﺒﺕ ﻻ ﻴﺘﻐﻴﺭ‪ ،‬ﻭﻝﻜﻥ ﻤﺎ ﻴﺘﻐﻴﺭ‬
‫ﻫﻭ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻀﺒﻁ ﻫﺫﺍ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻓﻤﺎ ﻴﺤﺼل ﺃﻥ ﻤﺜﻴﺭﺍﺕ ﺠﺩﻴﺩﺓ ﻝﻡ ﺘﻜﻥ ﺫﺍﺕ ﻋﻼﻗﺔ ﺒﺎﻝﺴﻠﻭﻙ ﻓﻲ‬
‫ﺍﻷﺼل‪ ،‬ﻴﻤﻜﻥ ﺃﻥ ﺘﺼﺒﺢ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻀﺒﻁﻪ ﻨﺘﻴﺠﺔ ﺨﺒﺭﺓ ﺍﻝﻔﺭﺩ )ﺍﻝﺨﻁﻴﺏ‪.(١٩ ،‬‬
‫‪ .٢‬ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ )ﺍﻝﻔﺎﻋﻠﻲ( ‪:Operant Behavior‬‬
‫ﻭﻴﺤﺩﺙ ﻫﺫﺍ ﺍﻝﺴﻠﻭﻙ ﺒﺸﻜل ﺘﻠﻘﺎﺌﻲ ﻭﻋﻤﻠﻲ ﻤﻥ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻝﻴﺅﺜﺭ ﻓﻴﻬﺎﻥ ﺒل ﺍﻨﻪ ﻴﺠﺭﻱ‬
‫ﺘﻌﺩﻴﻼﺕ ﻓﻴﻬﺎ ﻝﻜﻲ ﺘﺼﺒﺢ ﺃﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻭﻨﻔﻌﺎ ﻝﻠﺸﺨﺹ‪ .‬ﻭﻓﻲ ﺫﻝﻙ ﻴﻘﻭل ﻜﻤﺎل ﺩﺴﻭﻗﻲ ﺃﻥ ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻹﺠﺭﺍﺌﻲ ﻴﻨﺒﻌﺙ )ﻴﻨﺒﺜﻕ( )‪ (Emitted‬ﻋﻥ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻨﺘﻴﺠﺔ ﻝﻤﻘﺩﻤﺔ ﻤﺎ ﻤﻥ ﻏﻴﺭ ﺸﻙ‪ ،‬ﻝﻜﻥ ﺍﻝﺘﻨﺒﻴﻪ‬
‫ﻻ ﻫﻭ ﻤﺘﻌﺭﻑ ﻋﻠﻴﻪ ﻤﻥ ﻗﺒل ﻭﻻ ﻫﻭ ﺒﻨﻔﺱ ﺍﻝﺩﺭﺠﺔ ﻤﻥ ﺘﺤﻜﻡ ﺍﻝﺒﺎﺤﺙ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٨٧ ،‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﺒﺂﺜﺎﺭﻩ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﻝﻴﺱ ﻋﻥ ﻁﺭﻴﻕ ﻤﺜﻴﺭﺍﺕ ﻗﺒﻠﻴﺔ ﺘﺴﺘﺠﺭ ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻹﺠﺭﺍﺌﻲ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ ،(١٧٥ ،‬ﻭﺍﻝﺴﻠﻭﻙ ﺒﺩﻭﺭﻩ ﻴﺘﺄﺜﺭ ﺒﺘﻠﻙ ﺍﻵﺜﺎﺭ ﻭﺨﺎﺼﺔ ﺍﻝﺘﻲ ﺘﻠﻲ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻭﻝﻬﺫﺍ‬
‫ﻨﻘﻭل ﺇﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﻤﺤﻜﻭﻡ ﺒﻨﺘﺎﺌﺠﻪ‪ ،‬ﻓﻘﺩ ﺘﻀﻌﻑ ﻫﺫﻩ ﺍﻵﺜﺎﺭ ﺃﻭ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺴﻠﻭﻙ ﺃﻭ ﺘﻘﻭﻴﻪ‬
‫ﻭﻗﺩ ﻻ ﺘﺤﺩﺙ ﺃﻱ ﺘﻐﻴﻴﺭ‪ .‬ﻭﺍﻝﻘﻭل ﺒﺄﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﻴﺤﺩﺙ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﻭﺃﻨﻪ ﻴﺘﺄﺜﺭ ﺒﻬﺫﺍ‬
‫ﺍﻝﺘﻐﻴﻴﺭ‪ ،‬ﻻ ﻴﻌﻨﻲ ﺃﻨﻪ ﻻ ﺘﺴﺒﻘﻪ ﻤﺜﻴﺭﺍﺕ ﺒﻴﺌﻴﺔ ﺃﻭ ﺃﻨﻪ ﻻ ﻴﺘﺄﺜﺭ ﺒﺘﻠﻙ ﺍﻝﻤﺜﻴﺭﺍﺕ )ﺍﻝﺨﻁﻴﺏ‪ ،(٢٠ ،‬ﻭﺘﺴﻤﻰ‬
‫ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻬﻴﺊ ﺍﻝﻔﺭﺼﺔ ﻝﻅﻬﻭﺭ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻤﻴﻴﺯﻴﺔ‪ ،٣‬ﻓﻘﻴﺎﺩﺓ ﺍﻝﺴﻴﺎﺭﺓ ﺃﻭ ﺭﻜﻭﺏ ﺍﻝﺩﺭﺍﺠﺔ‬
‫ﺃﻭ ﺍﻝﻤﺸﻲ ﻋﻠﻰ ﺍﻹﻗﺩﺍﻡ ﺒﻬﺩﻑ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﻜﺎﻥ ﻤﺎ ﻫﻲ ﺴﻠﻭﻜﻴﺎﺕ ﺇﺠﺭﺍﺌﻴﺔ‪ .‬ﻭﻴﻘﺎل ﻋﻨﻬﺎ ﺃﻨﻬﺎ‬
‫ﺇﺠﺭﺍﺀﺍﺕ ﺘﺼﺩﺭ ﺩﻭﻥ ﺤﺎﺠﺔ ﻻﻓﺘﺭﺍﺽ ﻤﺜﻴﺭ ﻴﺴﺘﺠﺭﻫﺎ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٧٥ ،‬‬
‫ﻭﻴﻨﺼﺏ ﺍﻻﻫﺘﻤﺎﻡ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﺘﺼﻠﺔ ﺒﺎﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﻨﺘﺎﺌﺞ ﺍﻝﺘﻐﻴﻴﺭﺍﺕ ﺍﻝﺒﻴﺌﻴﺔ ﻋﻠﻰ‬
‫ﺍﻝﺴﻠﻭﻙ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺴﻠﻭﻙ ﻭﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﻘﺒﻠﻴﺔ‪ ٤‬ﻭﺍﻝﺒﻌﺩﻴﺔ‪ ،٥‬ﻭﻫﺫﺍ ﻤﺎ ﻴﻌﺭﻑ ﺒﺎﺴﻡ‬
‫ﺸﺭﻭﻁ ﺍﻝﺘﻌﺯﻴﺯ )‪) (Contingencies of Reinforcement‬ﺍﻝﺨﻁﻴﺏ‪.(٢٠ ،‬‬

‫ﻭﻗﺩ ﺠﺩ ﺴﻜﻨﺭ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﻴﺤﺘل ﺍﻝﺠﺯﺀ ﺍﻷﻜﺒﺭ ﻤﻥ ﺍﻝﺴﻠﻭﻙ‪ .‬ﻓﻤﻌﻅﻡ ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ ﻭﺍﻝﻌﺎﺩﺍﺕ ﺍﻝﺘﻲ‬
‫ﻼ ﻤﻨﻬﺎ ﻴﺘﻜﻭﻥ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﻴﻜﺘﺴﺒﻬﺎ ﺍﻹﻨﺴﺎﻥ ﺃﻭ ﺍﻝﺤﻴﻭﺍﻥ ﺘﺘﻜﻭﻥ ﺒﻔﻀل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ‪ .‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ﻗﻠﻴ ﹰ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻻﺴﺘﺠﺎﺒﻴﺔ‪ .‬ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﺴﻜﻨﺭ ﻴﺫﻫﺏ ﻋﻜﺱ ﻤﺎ ﺫﻫﺏ ﺇﻝﻴﻪ ﺒﺎﻓﻠﻭﻑ ﻤﻥ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﻴﺘﺸﻜل ﻭﻓﻕ‬
‫ﻤﺒﺩﺃ ﺍﻻﻨﻌﻜﺎﺱ ﺍﻝﺸﺭﻁﻲ ﺍﻝﺫﻱ ﻴﺸﺘﺭﻁ ﺃﻭﻝﻭﻴﺔ ﺍﻝﻤﻨﺒﻪ ﺍﻝﺨﺎﺭﺠﻲ‪ .‬ﻓﺎﺴﺘﺠﺎﺒﺔ ﺍﻝﻌﻀﻭﻴﺔ ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ‬
‫ﻥ ﺴﻜﻨﺭ ﻋﻭﺽ‬
‫)ﺍﻝﻁﺒﻴﻌﻴﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ( ﻫﻲ ﻓﻲ ﺍﻋﺘﻘﺎﺩﻩ ﺍﻝﻌﻨﺼﺭ ﺍﻷﻭل ﻓﻲ ﺘﺸﻜل ﺍﻝﺴﻠﻭﻙ‪ .‬ﻭﺒﺎﺨﺘﺼﺎﺭ ﻓﺈ ‪‬‬
‫ﺍﻻﻨﻌﻜﺎﺱ ﺍﻝﺸﺭﻁﻲ ﺒﺎﻹﺠﺭﺍﺀ ﺍﻝﺸﺭﻁﻲ )ﻋﺎﻤﻭﺩ‪.(١١ ،‬‬

‫‪ ٣‬ا ‪ W‬ا ‪A-‬ي‪ :‬ه ا ‪ W‬ا *ي ‪X1% -‬ة ا ‪ /‬ك ‪ 6‬د‪ ،Z‬آ‪ %/- Y‬ا ‪.F-‬‬
‫‪ ٤‬ه‪ ,‬ا ‪W‬ات ا ‪ V$‬ا ‪9K< ,-‬ث ]‪ $‬ا ‪ /‬ك‪.‬‬
‫‪ ٥‬ه‪ ,‬ا ‪W‬ات ا ‪ V$‬ا ‪9K< ,-‬ث ‪ 9‬ا ‪ /‬ك‪.‬‬
‫ﻭﻫﻨﺎ ﻻﺒﺩ ﻤﻥ ﺍﻝﺘﺤﺫﻴﺭ ﻤﻥ ﺃﻨﻪ ﻻ ﻴﻜﻔﻲ ﻭﺼﻑ ﺸﻜل ﺍﻝﺴﻠﻭﻙ ﻝﺘﺼﻨﻴﻔﻪ ﻋﻠﻰ ﺃﻨﻪ ﺍﺴﺘﺠﺎﺒﻲ ﺃﻭ ﺇﺠﺭﺍﺌﻲ‪ ،‬ﺒل ﻻﺒﺩ‬
‫ﻤﻥ ﻭﺼﻑ ﻋﻼﻗﺔ ﻫﺫﺍ ﺍﻝﺴﻠﻭﻙ ﺒﺎﻝﺒﻴﺌﺔ ﻓﻠﻭ ﺘﺄﻤﻠﻨﺎ ﻤﺜﻼ ﺒﻜﺎﺀ ﺍﻝﻁﻔل ﻝﻭﺠﺩﻨﺎ ﺃﻥ ﻭﺨﺯﻩ ﻤﺅﻝﻤﺔ ﻗﺩ ﺘﻜﻭﻥ ﻜﺎﻓﻴﺔ‬
‫ﻹﺤﺩﺍﺜﻪ‪ ،‬ﻭﻫﻨﺎ ﻴﻜﻭﻥ ﺍﻝﺒﻜﺎﺀ ﺴﻠﻭﻜﹰﺎ ﺍﺴﺘﺠﺎﺒﻴﹰﺎ‪ .‬ﺒﻴﻨﻤﺎ ﻴﺤﺩﺙ ﺍﻝﺒﻜﺎﺀ ﻓﻲ ﺃﺤﻴﺎﻥ ﺃﺨﺭﻯ ﻷﻥ ﺍﻝﻁﻔل ﺘﻌﻠﻡ ﺃﻥ ﺍﻝﺒﻜﺎﺀ‬
‫ﻴﻜﻭﻥ ﻤﺘﺒﻭﻋﺎ ﺒﺎﻨﺘﺒﺎﻩ ﻭﺍﻝﺩﺘﻪ‪ .‬ﻭﻋﻠﻴﻪ ﻓﺈﺫﺍ ﺃﺭﺩﻨﺎ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺒﻜﺎﺀ ﺍﻝﻁﻔل ﺒﺼﻭﺭ ﻤﻨﺎﺴﺒﺔ ﻓﻼﺒﺩ ﻤﻥ ﺘﻌﺭﻑ‬
‫ﻤﺼﺩﺭﻩ‪ .‬ﻭﻗﺩ ﻴﺤﺩﺙ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﺴﻠﻭﻙ ﻤﺘﻀﻤﻨﺎ ﺃﻜﺜﺭ ﻤﻥ ﺴﻠﻭﻙ ﺍﺴﺘﺠﺎﺒﻲ ﻭﺴﻠﻭﻙ ﺇﺠﺭﺍﺌﻲ‪ ،‬ﻜﻤﺎ ﻗﺩ ﺘﻜﻭﻥ‬
‫ﺍﻝﻌﻭﺍﻗﺏ ﻜﺜﻴﺭﺓ ﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺁﺜﺎﺭﻫﺎ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٧٥ ،‬ﻝﻘﺩ ﻋﺩل ﺴﻜﻨﺭ ﺘﻌﺩﻴﻼ ﺠﻭﻫﺭﻴﺎ ﻓﻲ ﻤﻔﺎﻫﻴﻡ ﺍﻝﻨﻅﺭﻴﺔ‬
‫ﺍﻝﺴﻠﻭﻜﻴﺔ ﺤﻴﺙ ﺃﻭﻀﺢ ﺃﻥ ﻫﻨﺎﻙ ﺠﻭﺍﻨﺏ ﻜﺜﻴﺭﺓ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﻻ ﺘﻜﻭﻥ ﺍﺴﺘﺠﺎﺒﺔ ﻝﻤﺜﻴﺭ ﺃﻭ ﻤﻨﺒﻪ ﻤﻌﻴﻥ‪ ،‬ﺒل ﺘﻜﻭﻥ‬
‫ﻝﻬﺎ ﺃﻏﺭﺍﺽ ﻭﻤﻘﺎﺼﺩ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٨٨ ،‬‬

‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﺍﻟﻤﺜﻴﺮﺍﺕ )‪:(Stimulus‬‬

‫ﻓﻲ ﺤﻴﻥ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﻴﺠﺯﺃ ﺇﻝﻰ ﺍﺴﺘﺠﺎﺒﺎﺕ‪ ،‬ﻓﺈﻥ ﺍﻝﺒﻴﺌﺔ ﺘﺠﺯﺃ ﺇﻝﻰ ﻤﺜﻴﺭﺍﺕ )‪) (Stimuli‬ﺍﻝﺨﻁﻴﺏ‪ ،(٢١ ،‬ﻭ ﻴﻤﻴﺯ‬
‫ﺴﻜﻨﺭ ﻓﻲ ﻨﻅﺭﻴﺘﻪ ﺒﻴﻥ ﺃﺭﺒﻊ ﺃﻨﻭﺍﻉ ﻤﻥ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﺤﻜﻡ ﻓﻲ ﺤﺩﻭﺙ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ ﻭﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻹﺠﺭﺍﺌﻲ‪ ،‬ﻭﻫﻲ‪:‬‬

‫‪ .١‬ﺍﻝﻤﺜﻴﺭ ﺍﻝﻤﻌﺯﺯ ‪:Reinforcing Stimulus‬‬

‫ﻜل ﺃﻨﻭﺍﻉ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺒﻌﺩﻴﺔ )ﺍﻝﺨﻁﻴﺏ‪ ،(٢٣ ،‬ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻌﻤل ﻋﻠﻰ ﺘﻘﻭﻴﺔ ﻅﻬﻭﺭ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻭ‬
‫ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ‪ .‬ﻜﺎﻝﻤﻌﺯﺯﺍﺕ ﺍﻝﻠﻔﻅﻴﺔ ﻭﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺭﻤﺯﻴﺔ ﻭﺍﻝﻤﻌﺯﺯﺍﺕ ﺍﻝﺴﻠﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻌﻤل‬
‫ﻋﻠﻰ ﺇﻴﻘﺎﻑ ﻤﺜﻴﺭ ﻤﺅﻝﻡ )ﺃﺒﻭ‪ ،‬ﺠﺎﺩﻭ‪.(١٧٦ ،‬‬
‫‪ .٢‬ﺍﻝﻤﺜﻴﺭ ﺍﻝﻌﻘﺎﺒﻲ ‪:Punishing Stimulus‬‬
‫ﻜﻤﺎ ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﺃﻴﻀﹰﺎ ﺍﻝﻤﺜﻴﺭ ﺍﻝﻤﻨﻔﺭ ‪ ،Aversive stimulus‬ﻭﻫﻲ ﻜل ﺃﻨﻭﺍﻉ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺒﻌﺩﻴﺔ‬
‫)ﺍﻝﺨﻁﻴﺏ‪ (٢٣ ،‬ﺍﻝﻌﻘﺎﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻌﻤل ﻋﻠﻰ ﺇﻀﻌﺎﻑ ﻅﻬﻭﺭ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻥ ﺍﻝﻌﻘﺎﺏ ﻝﻔﻅﻲ ﺃﻭ‬
‫ﺍﺠﺘﻤﺎﻋﻲ ﺃﻭ ﺠﺴﺩﻱ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٧٦ ،‬‬
‫‪ .٣‬ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻤﻴﺯﻱ ‪:Discriminative stimulus‬‬
‫ﺍﻝﺘﻲ ﺘﺴﺒﻕ ﻭﺘﺼﺤﺏ ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﻝﻜﻨﻬﺎ ﻻ ﺘﻌﻤل ﻋﻠﻰ ﺇﻨﺸﺎﺀ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻜﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻤﺜﻴﺭﺍﺕ‬
‫ﺍﻝﻤﺴﺘﺼﺩﺭﺓ ﻓﻲ ﺍﻝﺴﻠﻭﻙ ﺍﻻﺴﺘﺠﺎﺒﻲ‪ .‬ﻭﻅﻬﻭﺭ ﺒﻌﺽ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﻤﻤﻴﺯﺓ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺴﻠﻭﻜﻲ ﻴﻌﻤل‬
‫ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺍﺤﺘﻤﺎل ﺘﻜﺭﺍﺭ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﻲ ﺴﺒﻕ ﻭﺘﻡ ﺘﻌﺯﻴﺯﻫﺎ ﻓﻲ ﻭﺠﻭﺩ ﻤﺜل ﻫﺫﻩ ﺍﻝﻤﺜﻴﺭﺍﺕ )ﺒﺭﻜﺎﺕ‪،‬‬
‫‪.(٢٠٠٧‬‬
 ‫‪ .٤‬ﺍﻝﻤﺜﻴﺭ ﺍﻝﺤﻴﺎﺩﻱ ‪:Neutral Stimulus‬‬
‫ﻭﻫﻲ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻻ ﺘﺅﺩﻱ ﺇﻝﻰ ﺇﻀﻌﺎﻑ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﺃﻭ ﺘﻘﻭﻴﺘﻪ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ ،(١٧٦ ،‬ﺴﻭﺍﺀ‬
‫ﺤﺩﺙ ﻗﺒل ﺍﻻﺴﺘﺠﺎﺒﺔ ﺃﻭ ﺒﻌﺩﻫﺎ‪ ،‬ﻓﺎﻝﻀﻭﺀ ﻤﺜﻼ ﻻ ﻴﺅﺜﺭ ﻋﻠﻰ ﺍﻝﻠﻌﺎﺏ ﻭﻫﻭ ﺒﺎﻝﺘﺎﻝﻲ ﻤﺜﻴﺭ ﺤﻴﺎﺩﻱ‪ .‬ﺇﻻ ﺃﻥ‬
‫ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺤﻴﺎﺩﻴﺔ ﻴﻤﻜﻥ ﺇﻝﻐﺎﺀ ﺤﻴﺎﺩﻴﺘﻬﺎ ﻤﻥ ﺨﻼل ﺇﻗﺭﺍﻨﻬﺎ ﺒﻤﺜﻴﺭﺍﺕ ﻏﻴﺭ ﺤﻴﺎﺩﻴﺔ )ﺍﻝﺨﻁﻴﺏ‪.(٢٢ ،‬‬

‫ﻭﻴﺅﻜﺩ ﺴﻜﻨﺭ ﻋﻠﻰ ﺃﻥ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺨﺎﺭﺠﻴﺔ ﻻ ﺘﻌﺘﺒﺭ ﺒﺎﻝﻀﺭﻭﺭﺓ ﻋﻭﺍﻤل ﺩﺍﻓﻌﺔ ﺃﻭ ﻤﻨﺸﺌﺔ ﻝﻠﺴﻠﻭﻙ‬
‫)ﺒﺭﻜﺎﺕ‪.(٢٠٠٧ ،‬‬

‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﺍﻟﺘﻌﺰﻳﺰ )‪:(Reinforces‬‬

‫ﺍﻫﺘﻡ ﺴﻜﻨﺭ ﺒﺎﻝﺴﻠﻭﻙ ﺍﻹﺠﺭﺍﺌﻲ ﻭﺍﻝﺴﺅﺍل ﻫﻨﺎ ﻤﺎ ﻫﻭ ﺍﻝﻌﺎﻤل ﺃﻭ ﺍﻝﺸﺭﻁ ﺍﻝﺫﻱ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﺤﺘﻔﺎﻅ ﺍﻝﻌﻀﻭﻴﺔ ﺒﺒﻌﺽ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺩﻭﻥ ﺍﻝﺒﻌﺽ ﺍﻵﺨﺭ ﻋﺒﺭ ﺍﻝﻤﺤﺎﻭﻻﺕ ﺍﻝﺘﻲ ﺘﺘﺎﺡ ﻝﻬﺎ؟ ﻴﺠﻴﺏ ﺴﻜﻨﺭ ﺒﺄﻥ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﻴﺘﻤﺜل ﻓﻲ‬
‫ﺍﻝﺘﻌﺯﻴﺯ‪ ،‬ﻭﻫﻨﺎ ﻴﻘﺘﻔﻲ ﺴﻜﻨﺭ ﺃﺜﺭ ﺜﻭﺭﻨﺩﺍﻴﻙ‪ ،‬ﻏﻴﺭ ﺃﻥ ﻓﻬﻤﻪ ﻝﻠﺘﻌﺯﻴﺯ ﻴﺨﺘﻠﻑ ﻋﻥ ﻓﻬﻡ ﺜﻭﺭﻨﺩﺍﻴﻙ‪ .‬ﻓﺒﻴﻨﻤﺎ ﻴﻌﻨﻲ‬
‫ﺜﻭﺭﻨﺩﺍﻴﻙ ﺒﺎﻝﺘﻌﺯﻴﺯ ﺍﻻﺭﺘﻴﺎﺡ ﻭﺍﻝﺭﻀﺎ ﻭﺘﺠﻨﺏ ﺍﻷﻝﻡ‪ ،‬ﻴﺭﺍﻩ ﺴﻜﻨﺭ ﻤﺘﺠﺴﺩﹰﺍ ﻓﻲ ﻜل ﻭﺍﻗﻌﻪ ﺘﺯﻴﺩ ﻤﻥ ﺍﺤﺘﻤﺎل ﺼﺩﻭﺭ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﺘﻲ ﻜﺎﻨﺕ ﺴﺒﺒﹰﺎ ﻓﻲ ﻅﻬﻭﺭ ﺘﻠﻙ ﺍﻝﻭﺍﻗﻌﺔ )ﻋﺎﻤﻭﺩ‪.(٣٤١ ،‬‬
‫ﻭ ﻴﻘﺼﺩ ﺒﺎﻝﺘﻌﺯﻴﺯ ﺃﻭ ﺍﻝﺘﺩﻋﻴﻡ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺴﻜﻨﺭ ﺃﻱ ﺤﺩﺙ ﺃﻭ ﻓﻌل ﻴﻌﻘﺏ ﺃﻭ ﻴﻠﻲ ﻅﻬﻭﺭ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ‬
‫ﻓﻲ ﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻡ ﻭﻤﺎ ﺒﻪ ﻤﻥ ﻤﺜﻴﺭﺍﺕ‪ ،‬ﻭﻴﺅﺩﻱ ﺇﻝﻰ ﺯﻴﺎﺩﺓ ﺍﺤﺘﻤﺎل ﻅﻬﻭﺭﻫﺎ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ‬
‫ﺍﻝﻤﺸﺎﺒﻬﺔ‪ .‬ﻓﺎﻝﺘﻌﺯﻴﺯ ﻜﻤﺎ ﻴﻘﻭل ﺴﻜﻨﺭ ﻻ ﻴﺩﻋﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ‪ ،‬ﻷﻥ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺼﺩﺭﺕ ﻓﻌﻼ ﻭﻻ ﻴﻤﻜﻥ ﺘﻐﻴﺭﻫﺎ‪ ،‬ﺃﻤﺎ ﻤﺎ‬
‫ﻴﺘﻐﻴﺭ ﻓﻬﻭ ﺯﻴﺎﺩﺓ ﺍﺤﺘﻤﺎل ﻅﻬﻭﺭ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪ .(٩٢،‬ﻭﺍﻝﺘﻌﺯﻴﺯ ﻴﻌﺭﻓﺎ ﻭﻅﻴﻔﻴﹰﺎ ﺃﻱ‬
‫ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺠﻪ ﻋﻠﻰ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻓﺈﺫﺍ ﺃﺩﺕ ﺘﻭﺍﺒﻊ ﺍﻝﺴﻠﻭﻙ ﺇﻝﻰ ﺯﻴﺎﺩﺓ ﺍﺤﺘﻤﺎل ﺤﺩﻭﺜﻪ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل ﺘﻜﻭﻥ ﺘﻠﻙ‬
‫ﺍﻝﺘﻭﺍﺒﻊ ﻤﻌﺯﺯﺓ ﻭﻴﻜﻭﻥ ﻤﺎ ﺤﺩﺙ ﺘﻌﺯﻴﺯﺍ )ﺍﻝﺨﻁﻴﺏ‪.(١٨٢ ،‬‬

‫ﺃﻨﻭﺍﻉ ﺍﻝﺘﻌﺯﻴﺯ‪:‬‬
‫ﻴﻤﻴﺯ ﺴﻜﻨﺭ ﺒﻴﻥ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻝﻤﻌﺯﺯﺍﺕ‪:‬‬

‫‪ .١‬ﺍﻝﺘﻌﺯﻴﺯ ﺍﻹﻴﺠﺎﺒﻲ )‪ :(Positive Reinforcement‬ﻫﻭ ﺇﻀﺎﻓﺔ ﻤﺜﻴﺭ ﻤﻌﻴﻥ ﺒﻌﺩ ﺍﻝﺴﻠﻭﻙ ﻤﺒﺎﺸﺭﺓ ﻤﻤﺎ‬
‫ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﺤﺘﻤﺎل ﺤﺩﻭﺙ ﺫﻝﻙ ﺍﻝﺴﻠﻭﻙ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﻤﺎﺜﻠﺔ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٨٢ ،‬ﻭﻴﺘﻤﺜل‬
‫ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻤﻜﺎﻓﺂﺕ ﺃﻭ ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﺘﻲ ﺘﻌﻭﺩ ﻋﻠﻰ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻨﺘﻴﺠﺔ ﺘﺼﺭﻓﻪ ﺃﻭ ﺴﻠﻭﻜﻪ ﺍﻹﺠﺭﺍﺌﻲ‪.‬‬
‫ﻭﻫﺫﻩ ﺍﻝﻤﺜﻴﺭﺍﺕ ﻗﺩ ﺘﻜﻭﻥ ﻤﺎﺩﻴﺔ ﻤﻭﻀﻭﻋﻴﺔ ﻜﺎﻝﻁﻌﺎﻡ‪ ،‬ﻭﺍﻝﺸﺭﺍﺏ ﻭﻏﻴﺭﻫﻤﺎ‪ ،‬ﺃﻭ ﻗﺩ ﺘﻜﻭﻥ ﻤﻭﻀﻭﻋﻴﺔ‬
‫ﺭﻤﺯﻴﺔ ﻜﺎﻝﻤﺩﻴﺢ ﻭﺍﻝﺘﺸﺠﻴﻊ ﻭﺇﺒﺩﺍﺀ ﺍﻝﻤﻭﺍﻓﻘﺔ‪ .‬ﻫﺫﺍ ﻭﺘﺅﺩﻱ ﺍﻝﻤﺩﻋﻤﺎﺕ ﺍﻝﻤﻌﻨﻭﻴﺔ ﺩﻭﺭ ﻫﺎﻡ ﻭﺭﺌﻴﺴﻲ‬
‫ﻹﺸﺒﺎﻉ ﺍﻝﺩﻭﺍﻓﻊ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﺒﺸﻜل ﻋﺎﻡ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٩٣ ،‬‬
‫‪ .٢‬ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺴﻠﺒﻲ )‪ :(Negative Reinforcement‬ﺇﺯﺍﻝﺔ ﺴﻠﻭﻙ ﻤﺅﻝﻡ ﻏﻴﺭ ﻤﺤﺒﺏ ﻤﻥ ﺍﻝﻤﻭﻗﻑ ﺃﻭ‬
‫ﺤﺫﻓﻪ‪ ،‬ﺒﻌﺩ ﺤﺩﻭﺙ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﺭﻏﻭﺏ ﻓﻴﻪ ﻤﺒﺎﺸﺭﺓ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٨٢ ،‬ﻭﻴﺘﻤﺜل ﻓﻲ ﺍﻝﺘﻭﻗﻑ ﻋﻥ ﺇﻅﻬﺎﺭ‬
‫ﺃﻭ ﺘﻘﺩﻴﻡ ﻤﻨﺒﻪ ﻤﺅﺫ‪ ،‬ﻜﺼﺩﻤﺔ ﻜﻬﺭﺒﺎﺌﻴﺔ ﺃﻭ ﺘﺴﻠﻴﻁ ﻀﻭﺀ ﺸﺩﻴﺩ‪ ،‬ﺃﻭ ﺯﻴﺎﺩﺓ ﺍﻝﺤﺭﺍﺭﺓ ﺃﻭ ﺍﻨﺨﻔﺎﻀﻬﺎ ﻝﺩﺭﺠﺔ‬
‫ﺸﺩﻴﺩﺓ ﺃﻭ ﺍﻝﻀﺭﺏ ﺃﻭ ﺍﻝﺫﻡ ﻭﻤﺎ ﺇﻝﻰ ﺫﻝﻙ‪ .‬ﻓﺎﻝﻤﺩﻋﻡ ﺍﻝﺴﻠﺒﻲ ﻗﺩ ﻴﻜﻭﻥ ﻤﺎﺩﻴﺎ ﺃﻭ ﻤﻌﻨﻭﻴﺎ‪ .‬ﻭﻫﻭ ﺒﻤﺜﺎﺒﺔ ﻤﺜﻴﺭ‬
‫ﻤﻨﻔﺭ ﻴﻌﻤل ﺍﻝﻜﺎﺌﻥ ﻋﻠﻰ ﺘﺠﻨﺒﻪ‪ ،‬ﻭﺩﻭﺭﻩ ﻴﺘﻤﺜل ﻓﻲ ﺘﻘﻭﻴﺔ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﻀﻌﻑ ﺍﻝﻌﻘﻭﺒﺔ ﺃﻭ ﻴﺯﻴﻠﻬﺎ‬
‫)ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٩٤ ،‬‬

‫ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﺘﺨﻀﻊ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻵﺒﺎﺀ ﻭﺍﻷﺒﻨﺎﺀ ﻝﻘﺎﻨﻭﻥ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺴﻠﺒﻲ‪ ،‬ﻓﺎﻷﺒﻨﺎﺀ ﻴﺴﺘﺨﺩﻤﻭﻥ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺒﺩﻭﻥ‬
‫ﺃﻥ ﻴﺩﺭﻜﻭﺍ ﻝﻠﺘﺤﻜﻡ ﻓﻲ ﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﻭﺍﻝﺩﻴﻥ‪ .‬ﻭﻤﺎ ﻴﺠﺏ ﺘﺄﻜﻴﺩﻩ ﻫﻨﺎ ﻫﻭ ﺃﻥ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻹﻴﺠﺎﺒﻲ ﺃﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﺎ ﻤﻥ‬
‫ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺴﻠﺒﻲ ﻓﻲ ﺒﺭﺍﻤﺞ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ‪ ،‬ﺇﺫ ﺃﻥ ﺍﻷﺨﻴﺭ )ﻷﻨﻪ ﻴﺸﻤل ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺜﻴﺭﺍﺕ ﺘﺠﻨﺒﻴﺔ( ﻴﺅﺩﻱ ﺇﻝﻰ‬
‫ﺍﻝﻬﺭﺏ ﻭﺍﻝﺘﺠﻨﺏ )ﺍﻝﺨﻁﻴﺏ‪.(١٨٦-١٨٥ ،‬‬
‫ﻜﻤﺎ ﻴﻤﻴﺯ ﺴﻜﻨﺭ ﺒﻴﻥ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻝﻤﻌﺯﺯﺍﺕ ‪:‬‬

‫‪ .١‬ﺍﻝﻤﻌﺯﺯﺍﺕ ﺍﻷﻭﻝﻴﺔ )‪ :(Primary Reinforcer‬ﻭﻫﻲ ﺘﻠﻙ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺅﺩﻱ ﺇﻝﻰ ﺘﻘﻭﻴﺔ ﺍﻝﺴﻠﻭﻙ‬
‫ﺩﻭﻥ ﺨﺒﺭﺓ ﺴﺎﺒﻘﺔ ﻭﺩﻭﻥ ﺘﻌﻠﻡ‪ .‬ﻭﻝﻬﺫﺍ ﻫﻲ ﺘﺴﻤﻰ ﻜﺫﻝﻙ ﺍﻝﻤﻌﺯﺯﺍﺕ ﻏﻴﺭ ﺍﻝﺸﺭﻁﻴﺔ ) ‪Unconditioned‬‬
‫‪ ،(Reinforcer‬ﺃﻭ ﺍﻝﻤﻌﺯﺯﺍﺕ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻏﻴﺭ ﺍﻝﻤﺘﻌﻠﻤﺔ )‪) (Unlearned Reinforcer‬ﺃﺒﻭ ﺠﺎﺩﻭ‪،‬‬
‫‪ .(١٨١‬ﻭﻫﻨﺎﻙ ﻤﻌﺯﺯﺍﺕ ﺃﻭﻝﻴﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻜﺎﻝﻁﻌﺎﻡ ﻭﺍﻝﺸﺭﺍﺏ ﻭﺍﻝﺩﻑﺀ‪ ،‬ﻭﻤﻌﺯﺯﺍﺕ ﺃﻭﻝﻴﺔ ﺴﻠﺒﻴﺔ ﻜﺎﻝﺒﺭﺩ‬
‫ﺍﻝﺸﺩﻴﺩ ﻭﺍﻝﺤﺭ ﺍﻝﺸﺩﻴﺩ ﻭﺍﻷﻝﻡ )ﺍﻝﺨﻁﻴﺏ‪ .(١٨٣ ،‬ﻓﺎﻝﺘﻌﺯﻴﺯ ﺍﻷﻭﻝﻲ ﻋﻨﺩ ﺴﻜﻨﺭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﺨﺘﺯﺍل ﺤﺎﻝﺔ‬
‫ﺤﺭﻤﺎﻥ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٩٤ ،‬‬
‫‪ .٢‬ﺍﻝﻤﻌﺯﺯﺍﺕ ﺍﻝﺜﺎﻨﻭﻴﺔ )‪ :(Secondary Reinforcer‬ﻫﻲ ﺘﻠﻙ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻜﺘﺴﺏ ﺨﺎﺼﻴﺔ ﺍﻝﺘﻌﺯﻴﺯ‬
‫ﻤﻥ ﺨﻼل ﺍﻗﺘﺭﺍﻨﻬﺎ ﺒﺎﻝﻤﻌﺯﺯﺍﺕ ﺍﻷﻭﻝﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺴﻤﻰ ﺒﺎﻝﻤﻌﺯﺯﺍﺕ ﺍﻝﺸﺭﻁﻴﺔ ) ‪Conditioned‬‬
‫‪ (Reinforcer‬ﺃﻭ ﺍﻝﻤﺘﻌﻠﻤﺔ‪ .‬ﻓﻬﻲ ﺇﺫﺍ ﻜﺜﻴﺭﺍﺕ ﻤﺤﺎﻴﺩﺓ ﺃﺼﻼ ﻭﻝﻜﻨﻬﺎ ﺍﻜﺘﺴﺒﺕ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻌﺯﻴﺯ ﻤﻥ‬
‫ﺨﻼل ﺍﻗﺘﺭﺍﻨﻬﺎ ﺍﻝﻤﺘﻜﺭﺭ ﺒﻤﻌﺯﺯﺍﺕ ﺃﺨﺭﻯ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٨١ ،‬ﻭﺘﻌﺘﻤﺩ ﻗﻭﺓ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺜﺎﻨﻭﻱ ﻋﻠﻰ ﻋﺩﺩ‬
‫ﺍﻝﻤﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﻓﻴﻬﺎ ﺭﺒﻁﻪ ﻤﻊ ﺍﻝﻤﺜﻴﺭ ﺍﻷﻭﻝﻲ‪ ،‬ﺤﻴﺙ ﺃﻥ ﻗﻴﻤﺔ ﺍﻝﻤﻌﺯﺯ ﺍﻝﺜﺎﻨﻭﻱ ﻤﺸﺘﻘﺔ ﺒﺎﻷﺼل ﻤﻥ‬
‫ﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺎﻝﻤﻌﺯﺯ ﺍﻷﻭﻝﻲ )ﻗﻁﺎﻤﻲ‪ ،‬ﻋﺩﺱ‪ .(١٢٤ ،‬ﻭﻴﺼﻭﻍ ﺴﻜﻨﺭ ﻫﺫﺍ ﺍﻝﻤﺒﺩﺃ ﺒﻘﻭﻝﻪ‪" :‬ﺇﻥ ﺍﻝﻤﺜﻴﺭ‬
‫ﺍﻝﻤﺤﺎﻴﺩ ﻴﺼﺒﺢ ﻤﺜﻴﺭﺍ ﻤﻌﺯﺯﺍ ﺇﺫ ﺘﻜﺭﺭ ﺍﺭﺘﺒﺎﻁﻪ ﻤﻊ ﻤﺜﻴﺭ ﻤﻌﺯﺯ"‪ .‬ﻭﻴﻼﺤﻅ ﺃﻥ ﺴﻜﻨﺭ ﻻ ﻴﺨﺘﻠﻑ ﻋﻥ ﻏﻴﺭﻩ‬
‫ﻤﻥ ﺍﻝﺴﻠﻭﻜﻴﻴﻥ ﻓﻲ ﺸﺭﺤﻪ ﻝﻜﻴﻔﻴﺔ ﺘﻜﻭﻴﻥ ﺍﻝﻤﻌﺯﺯﺍﺕ ﺍﻝﺜﺎﻨﻭﻴﺔ‪ ،‬ﻭﻴﺘﺨﻠﺹ ﺭﺃﻴﻪ ﻜﻤﺎ ﻴﻠﻲ )ﺇﺒﺭﺍﻫﻴﻡ‪،‬‬
‫ﺭﺩﺍﺩﻱ‪:(٩٥ ،‬‬
‫
ﺇﻥ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﻤﺤﺎﻴﺩﺓ ﺘﻜﺘﺴﺏ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺍﻝﺘﻌﺯﻴﺯ ﺇﺫ ﺘﻜﺭﺭ ﻤﺼﺎﺤﺒﺘﻬﺎ ﻝﻠﻤﻌﺯﺯﺍﺕ ﺍﻷﻭﻝﻴﺔ‬
‫ﻭﻴﺴﻤﻰ ﺍﻝﺘﻌﺯﻴﺯ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺘﻌﺯﻴﺯﺍ ﺜﺎﻨﻭﻴﺎ‪ .‬ﻭﻴﻜﺘﺴﺏ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺜﺎﻨﻭﻱ ﺼﻔﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺃﻭ‬
‫ﺍﻝﺴﻠﺒﻴﺔ ﺘﺒﻌﺎ ﻝﻠﺘﻌﺯﻴﺯ ﺍﻝﺫﻱ ﺍﺭﺘﺒﻁ ﺒﻪ‪ ،‬ﺇﺫ ﻴﺘﺒﻌﻪ ﻓﻲ ﺼﻔﺘﻪ‪.‬‬
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ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺯﺯ ﺜﺎﻨﻭﻱ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻷﻭﻝﻰ )ﺍﺭﺘﺒﻁ ﺍﺭﺘﺒﺎﻁﺎ ﻤﺒﺎﺸﺭﺍ ﺒﻤﺩﻋﻡ ﺃﻭﻝﻲ( ﻓﻲ‬
‫ﺘﻜﻭﻴﻥ ﻤﻌﺯﺯﺍﺕ ﺜﺎﻨﻭﻴﺔ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﺜﺎﻝﺜﺔ‪.‬‬
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ﻴﻤﻜﻥ ﻝﻠﻤﻌﺯﺯ ﺍﻝﺜﺎﻨﻭﻱ ﺃﻥ ﻴﻔﻘﺩ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺘﻌﺯﻴﺯ ﺇﺫﺍ ﺘﻜﺭﺭ ﺍﺴﺘﺨﺩﺍﻤﻪ ﺩﻭﻥ ﺃﻴﺔ ﻤﻌﺯﺯﺍﺕ‬
‫ﺃﻭﻝﻴﺔ‪ .‬ﺒﻤﻌﻨﻰ ﺃﻨﻪ ﻻﺒﺩ ﻤﻥ ﺘﻭﻓﺭ ﺸﺭﻭﻁ ﻤﻌﻴﻨﺔ ﺤﺘﻰ ﻻ ﺘﻨﻁﻔﺊ ﻗﺩﺭﺓ ﺍﻝﻤﻌﺯﺯ ﺍﻝﺜﺎﻨﻭﻱ ﻋﻠﻰ‬
‫ﺍﻝﺘﻌﺯﻴﺯ‪.‬‬

‫ﻭﻤﻥ ﻫﻨﺎ ﻴﺘﻀﺢ ﺃﻥ ﺍﻝﻤﻌﺯﺯﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻤﻨﻬﺎ ﻭﺍﻝﺴﻠﺒﻴﺔ ﻴﻤﻜﻥ ﺇﺸﺭﺍﻁﻬﺎ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(٩٥ ،‬‬

‫ﺠﺩﺍﻭل ﺍﻝﺘﻌﺯﻴﺯ‪:‬‬
‫ﺘﺴﻤﻰ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﻨﻅﻴﻡ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺴﻠﻭﻙ ﻭﺍﻝﻤﻌﺯﺯﺍﺕ ﺒﻨﺎﺀ ﻋﻠﻴﻬﺎ ﺒﺠﺩﺍﻭل ﺍﻝﺘﻌﺯﻴﺯ )ﺍﻝﺨﻁﻴﺏ‪.(١٩٨ ،‬‬
‫ﻭﻝﻘﺩ ﺒﺤﺙ ﺴﻜﻨﺭ ﻓﻲ ﺃﺜﺭ ﺍﺨﺘﻼﻑ ﺃﺴﻠﻭﺏ ﺘﻌﺯﻴﺯ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ ﻋﻠﻰ ﻤﻌﺩل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ ﺍﻝﺤﺭﺓ‬
‫ﺍﻝﺘﻲ ﻴﺼﺩﺭﻫﺎ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ‪ ،‬ﻤﻤﺎ ﻨﺸﺄ ﻋﻥ ﺫﻝﻙ ﻋﺩﺓ ﺠﺩﺍﻭل ﻤﻥ ﺍﻝﺘﻌﺯﻴﺯ ﻓﻲ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ ﺃﻫﻤﻬﺎ )ﺇﺒﺭﺍﻫﻴﻡ‪،‬‬
‫ﺭﺩﺍﺩﻱ‪:(٩٧-٩٦ ،‬‬

‫‪ .١‬ﺠﺩﻭل ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺴﺘﻤﺭ ) ‪ :(Continuous Reinforcement Schedule‬ﻭﻓﻴﻪ ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻝﻤﻌﺯﺯ‬

‫ﻋﻘﺏ ﻜل ﺍﺴﺘﺠﺎﺒﺔ ﺇﺠﺭﺍﺌﻴﺔ‪ .‬ﻭﻴﺴﺘﻌﻤل ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﺒﺼﻭﺭﺓ ﻋﺎﻤﺔ ﻓﻲ ﺍﻝﻤﺭﺍﺤل ﺍﻷﻭﻝﻰ ﻤﻥ ﺘﺩﺭﻴﺏ ﺍﻝﻜﺎﺌﻥ‬
‫ﺍﻝﺤﻲ ﻋﻠﻰ ﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﻤﻁﻠﻭﺏ ﺘﻌﻠﻤﻬﺎ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺴﺘﻤﺭ ﻫﻭ ﺍﻷﻜﺜﺭ ﻓﻌﺎﻝﻴﺔ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻜﺘﺴﺎﺏ‬
‫ﺍﻝﺴﻠﻭﻙ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻗﻴﻭﺩﹰﺍ ﻜﺜﻴﺭﺓ ﺘﺤﺩ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻭﺩ ﻫﻲ )ﺍﻝﺨﻁﻴﺏ‪:(١٩٩ ،‬‬
‫ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺴﺘﻤﺭ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻹﺸﺒﺎﻉ‪ ،‬ﻤﻤﺎ ﻴﻔﻘﺩ ﺍﻝﻤﻌﺯﺯ ﻗﻴﻤﺘﻪ‪.‬‬
‫ ﺘﻌﺯﻴﺯ ﺍﻝﺴﻠﻭﻙ ﺒﺸﻜل ﻤﺘﻭﺍﺼل ﺇﺠﺭﺍﺀ ﻏﻴﺭ ﻋﻤﻠﻲ‪ ،‬ﻓﺫﻝﻙ ﻴﺘﻁﻠﺏ ﺠﻬﺩﹰﺍ ﻜﺒﻴﺭﹰﺍ‪.‬‬
‫ ﺇﻥ ﺍﻝﺘﻭﻗﻑ ﻋﻥ ﺘﻌﺯﻴﺯ ﺍﻝﺴﻠﻭﻙ ﺒﻌﺩ ﺨﻀﻭﻋﻪ ﻝﺘﻌﺯﻴﺯ ﻤﺴﺘﻤﺭ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻨﻁﻔﺎﺀ ﺫﻝﻙ ﺍﻝﺴﻠﻭﻙ‬
‫ﺒﺴﺭﻋﺔ‪.‬‬
‫ ﺇﻥ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺴﺘﻤﺭ ﻴﺠﻌل ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﺴﺘﻤﺭﺍﺭﻴﺘﻪ ﺒﻌﺩ ﺍﻝﺘﻭﻗﻑ ﻋﻥ ﺍﻝﻤﻌﺎﻝﺠﺔ ﻫﺩﻓﹰﺎ ﻤﻥ‬
‫ﺍﻝﺼﻌﺏ ﺘﺤﻘﻴﻘﻪ‪ ،‬ﻷﻥ ﺍﻝﺴﻠﻭﻙ ﻏﺎﻝﺒﺎ ﻤﺎ ﻴﺨﻀﻊ ﻝﺘﻌﺯﻴﺯ ﻏﻴﺭ ﻤﺴﺘﻤﺭ ﻓﻲ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ‪.‬‬
‫‪ .٢‬ﺠﺩﻭل ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺘﻘﻁﻊ ﺃﻭ ﺍﻝﻤﺘﻔﺎﻭﺕ )‪ :(Intermittent Reinforcement Schedule‬ﻭﻓﻴﻪ ﻴﺘﻡ‬
‫ﺘﻘﺩﻴﻡ ﺍﻝﻤﻌﺯﺯ ﻋﻘﺏ ﺒﻌﺽ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ ﺩﻭﻥ ﺍﻷﺨﺭﻯ‪ .‬ﺤﻴﺙ ﻴﺴﺘﺒﺩل ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺴﺘﻤﺭ‬
‫ﺒﺎﻝﻤﺘﻘﻁﻊ ﺒﻌﺩ ﺃﻥ ﻴﺘﻌﻠﻡ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻭﺠﺩﺍﻭل ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺘﻘﻁﻊ ﻫﻲ ﺍﻷﻓﻀل ﻓﻲ‬
‫ﻤﺭﺤﻠﺔ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﺍﻝﺴﻠﻭﻙ )ﺍﻝﺨﻁﻴﺏ‪.(٢٠٠ ،‬‬

‫ﻭﻷﻥ ﺍﻝﺘﻌﺯﻴﺯ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﺃﻭﻻﻫﺎ ﺴﻜﻨﺭ ﺍﻫﺘﻤﺎﻤﹰﺎ ﺨﺎﺼﺎﹰ‪ ،‬ﻓﻘﺩ ﺨﺼﺹ ﻝﻪ ﺠﺯﺀﹰﺍ ﻫﺎﻤﹰﺎ ﻤـﻥ ﺃﻋﻤﺎﻝـﻪ‪.‬‬
‫ﺤﻴﺙ ﻨﺸﺭ ﺒﺎﻝﺘﻌﺎﻭﻥ ﻤﻊ ﻓﺭﺴﺘﺭ ‪ FERSTER‬ﻜﺘﺎﺒﹰﺎ ﻀﺨﻤﹰﺎ ﺒﻌﻨﻭﺍﻥ "ﺠﺩﺍﻭل ﺍﻝﺘﻌﺯﻴﺯ"‪ .‬ﻭﻴﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻝﻜﺘـﺎﺏ‬
‫‪ ٩٢١‬ﺭﺴﻤﹰﺎ ﺒﻴﺎﻨﻴﹰﺎ ﻝـ ‪ ٢٥٠‬ﻤﻠﻴﻭﻥ ﺍﺴﺘﺠﺎﺒﺔ ﻗﺎﻤﺕ ﺒﻬﺎ ﺍﻝﺤﻤﺎﺌﻡ ﻓﻲ ﻤﻭﺍﻗـﻑ ﺘﺠﺭﻴﺒﻴـﺔ ﺍﺴـﺘﻐﺭﻗﺕ ‪٧٠٠٠٠‬‬
‫ﺴﺎﻋﺔ‪ .‬ﻭﺘﺼﻭﺭ ﻫﺫﻩ ﺍﻝﺭﺴﻭﻡ ﺍﻝﺒﻴﺎﻨﻴﺔ ﻤﻌﺩﻻﺕ ﺤﺩﻭﺙ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ ﺍﻝﺤﺭﺓ‪ ،‬ﺃﻱ ﺍﻝﻭﻗﺕ ﺍﻝﺘﻲ ﺘﺴـﺘﻐﺭﻗﻪ‬
‫ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﺤﻴﻭﺍﻥ ﻓﻲ ﻅل ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ .‬ﻭﻤﻥ ﺒﻴﻥ ﺘﻠﻙ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻴﺭﻜﺯ ﺴﻜﻨﺭ ﻭﺯﻤﻴﻠﻪ ﻋﻠـﻰ ﻨـﻭﻋﻴﻥ‬
‫ﻝﻠﺘﻌﺯﻴﺯ‪ :‬ﺍﻝﻤﻌﺩل )ﺍﻝﻨﺴﺒﺔ( ﻭﺍﻝﻔﺎﺼﻠﻲ )ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ(‪ .‬ﻭﻴﻘﻭﻡ ﺍﻷﻭل ﻋﻠﻰ ﺃﺴﺎﺱ ﻤﻌﺩل ﺼﻭﺭ ﺍﻻﺴﺘﺠﺎﺒﺔ‪ ،‬ﺃﻤـﺎ‬
‫ﺍﻝﺜﺎﻨﻲ ﻓﻴﺘﻭﻗﻑ ﺍﻝﺘﻌﺯﻴﺯ ﻓﻴﻪ ﻋﻠﻰ ﺍﻝﺯﻤﻥ ﻭﺤﺩﻩ ﺩﻭﻥ ﺍﻝﻨﻅﺭ ﺇﻝﻰ ﻋﺩﺩ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ )ﻋﺎﻤﻭﺩ‪ .(٣٤١ ،‬ﻭﻗﺩ ﻴﺘﺨـﺫ‬
‫ﻼ ﺜﺎﺒﺘﹰﺎ ﻭﻤﺘﻐﻴﺭﹰﺍ‪ ،‬ﻓﻘﺩ ﻴﻔﺼل ﺒﻴﻥ ﻜل ﺍﺴﺘﺠﺎﺒﺘﻴﻥ ﻤﻌﺯﺯﺘﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺯﻴـﺯ‬
‫ﺍﻝﺘﻌﺯﻴﺯ ﺴﻭﺍﺀ ﻜﺎﻥ ﻨﺴﺒﻴﹰﺎ ﺃﻡ ﺯﻤﻨﻴﹰﺎ ﺸﻜ ﹰ‬
‫ﺍﻝﻨﺴﺒﻲ‪ ،‬ﻋﺩﺩ ﺜﺎﺒﺕ ﺃﻭ ﻤﺘﻐﻴﺭ ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‪ ،‬ﻭﻗﺩ ﺘﻔﺼل ﺒﻴﻥ ﻜل ﺘﻌﺯﻴﺯﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺯﻤﻨﻲ‪ ،‬ﻓﺘﺭﺓ ﺯﻤﻨﻴـﺔ‬
‫ﺜﺎﺒﺘﺔ ﺃﻭ ﻤﺘﻐﻴﺭﺓ‪ ،‬ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﻋﺩﺩ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻨﺒﻌﺜﺔ ﺃﺜﻨﺎﺀ ﻫﺫﻩ ﺍﻝﻔﺘﺭﺓ‪ .‬ﻭﻓﻲ ﻀـﻭﺀ ﺒﻌـﺩﻱ ﺍﻝﻨﺴـﺒﺔ‬
‫ﺍﻝﺜﺎﺒﺘﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺓ ﻭﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﺍﻝﺜﺎﺒﺘﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺓ‪ ،‬ﻴﺘﻜﻭﻥ ﻝﺩﻴﻨﺎ ﺃﺭﺒﻌﺔ ﺃﻨﻭﺍﻉ ﻝﺘﻌﺯﻴﺯ‪ ،‬ﻭﻫﻲ )ﻗﻁﺎﻤﻲ‪ ،‬ﻋﺩﺱ‪،‬‬
‫‪:(١٢٣‬‬

‫‪ .١‬ﺠﺩﻭل ﺍﻝﻨﺴﺒﺔ ﺍﻝﺜﺎﺒﺘﺔ )‪ :(Fixed-Ratio Schedule‬ﺒﻤﻭﺠﺏ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻓـﺈﻥ ﺍﻝﺘﻌﺯﻴـﺯ ﺍﻝﺜـﺎﻨﻲ‬
‫ﻴﺤﺼل ﺒﻌﺩ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻷﻭل ﺍﺜﺭ ﻗﻴﺎﻡ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﺒﻌﺩﺩ ﻤﺤﺩﻭﺩ ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻏﻴﺭ ﺍﻝﻤﻌﺯﺯﺓ‪ .‬ﻜﺎﻝﻌﺎﻤـل‬
‫ﺍﻝﺫﻱ ﻴ‪‬ﻌﻁﻰ ﻤﺎ ﹰﻻ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻋﻠﻰ ﻋﺩﺩ ﺍﻝﻘﻁﻊ ﺍﻝﺘﻲ ﻴﻨﺘﺠﻬﺎ )ﺍﻝﺨﻁﻴﺏ‪.(٢٠١ ،‬‬
‫‪ .٢‬ﺠﺩﻭل ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺘﻐﻴﺭﺓ )‪ :(Variable-Ratio Schedule‬ﻋﻠﻰ ﻏﺭﺍﺭ ﺃﺴﻠﻭﺏ ﺍﻝﻨﺴﺒﺔ ﺍﻝﺜﺎﺒﺘﺔ‪ ،‬ﻓـﺈﻥ‬
‫ﺍﻝﺘﻌﺯﻴﺯ ﻫﻨﺎ ﻴﺤﺼل ﺒﻌﺩ ﻋﺩﺩ ﻤﺤﺩﺩ ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻏﻴﺭ ﺍﻝﻤﻌﺯﺯﺓ‪ ،‬ﻭﻝﻜﻥ ﻋﺩﺩ ﻫﺫﻩ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻴﺘﻐﻴـﺭ‬
‫ﻤﻥ ﺤﺎﻝﺔ ﺇﻝﻰ ﺃﺨﺭﻯ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﻤﻌﺩﻝﻬﺎ ﻴﻅل ﺜﺎﺒﺘﹰﺎ‪.‬‬
‫‪ .٣‬ﺠﺩﻭل ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﺍﻝﺜﺎﺒﺘﺔ )‪ :(Fixed-Interval Schedule‬ﺍﻝﺘﻌﺯﻴﺯ ﻫﻨﺎ ﻴﺤﺼل ﺒﻌﺩ ﻤﺭﻭﺭ ﻓﺘﺭﺓ‬
‫ﻼ ﻓﻲ ﺤﺎﻝﺔ ﺘﺭﺘﻴﺏ ﺯﻤﻨﻲ ﺜﺎﺒﺕ ﻝﻠﺘﻌﺯﻴﺯ ﺒﻤﻌـﺩل ﺩﻗﻴﻘـﺔ‬
‫ﺯﻤﻨﻴﺔ ﻤﺤﺩﺩﺓ ﻋﻠﻰ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺫﻱ ﻴﺴﺒﻘﻪ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﻭﺍﺤﺩﺓ ﻓﻠﻥ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﺘﻌﺯﻴﺯﺍﺕ ﻷﻴﺔ ﺍﺴﺘﺠﺎﺒﺔ ﺘﺼﺩﺭ ﻗﺒل ﺩﻗﻴﻘﺔ ﻭﺍﺤﺩ ﻋﻠﻰ ﺁﺨﺭ ﺍﺴـﺘﺠﺎﺒﺔ ﻤﻌـﺯﺯﺓ‪.‬‬
‫ﻭﺒﻌﺩ ﻤﻀﻲ ﺍﻝﺩﻗﻴﻘﺔ ﺍﻝﻤﺤﺩﺩﺓ‪ ،‬ﻓﺈﻥ ﺃﻭل ﺍﺴﺘﺠﺎﺒﺔ ﺘﻠﻲ ﺫﻝﻙ ﻴﺘﻡ ﺘﻌﺯﻴﺯﻫﺎ‪ .‬ﻜﺘﻔﻘﺩ ﺍﻝﺸﺨﺹ ﻝﺼﻨﺩﻭﻕ ﺒﺭﻴﺩﻩ‬
‫ﻓﻲ ﺴﺎﻋﺔ ﻤﻌﻴﻨﺔ ﻴﻭﻤﻴﹰﺎ )ﺍﻝﺨﻁﻴﺏ‪.(٢٠٣ ،‬‬
‫‪ .٤‬ﺠﺩﻭل ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﺍﻝﻤﺘﻐﻴﺭﺓ )‪ :(Variable –Interval Schedule‬ﺒﺤﺴﺏ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻓـﺈﻥ‬
‫ﺍﻝﺘﻌﺯﻴﺯ ﻴﺤﺼل ﺒﻌﺩ ﻓﻭﺍﺼل ﺯﻤﻨﻴﺔ ﺘﺨﺘﻠﻑ ﻓﻲ ﻁﻭﻝﻬﺎ ﻤﻥ ﺤﺎﻝﺔ ﻷﺨﺭﻯ‪ .‬ﻜﻘﻴﺎﻡ ﺍﻝﻤﻌﻠﻡ ﺒﺈﻋﻁﺎﺀ ﺍﻤﺘﺤﺎﻨﺎﺕ‬
‫ﻓﺠﺎﺌﻴﺔ )ﺍﻝﺨﻁﻴﺏ‪.(٢٠٤ ،‬‬

‫ﻭﻁﺒﻘﹰﺎ ﻝﻬﺫﻩ ﺍﻷﻨﻭﺍﻉ ﺘﻭﺼل ﺴﻜﻨﺭ ﻝﻶﺘﻲ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪:(٩٩ ،‬‬

‫ﺃﻥ ﻨﻅﺎﻡ ﺍﻝﻨﺴﺒﺔ ﻴﻌﻁﻲ ﻨﺴﺒﹰﺎ ﺃﻋﻠﻰ ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﻨﻅﺎﻡ ﺍﻝﻔﺘﺭﺓ‪ ،‬ﻭﺫﻝﻙ ﻋﻠـﻰ ﺍﻋﺘﺒـﺎﺭ ﺃﻥ‬
‫ﺍﻹﺴﺭﺍﻉ ﻓﻲ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻓﻲ ﻨﻅﺎﻡ ﺍﻝﻨﺴﺒﺔ ﻴﺯﻴﺩ ﻋﺩﺩ ﺍﻝﻤﻌﺯﺯﺍﺕ ﻓﻲ ﻭﻗﺕ ﻤﺤﺩﻭﺩ ﻤﻥ ﺍﻝﺯﻤﻥ‪.‬‬
‫ﺃﻥ ﻨﻅﺎﻡ ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺘﻐﻴﺭ ﻫﻭ ﺃﺤﺴﻥ ﺍﻝﻨﻅﻡ ﺠﻤﻴﻌﹰﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺴﺭﻴﻌﺔ ﺜﺎﺒﺘـﺔ ﻭﻤﻘﺎﻭﻤـﺔ‬
‫ﻝﻼﻨﻁﻔﺎﺀ ﺃﻭ ﺍﻝﻤﺤﻭ‪.‬‬
‫ﺃﻥ ﻨﻅﺎﻡ ﺍﻝﻔﺘﺭﺓ ﺒﻨﻭﻋﻴﻪ ﺍﻝﺜﺎﺒﺕ ﻭﺍﻝﻤﺘﻐﻴﺭ ﻴﺠﻌل ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻴﺼﺩﺭ ﻋﺩﺩ ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻝﻠﻤﻌﺯﺯ ﺍﻝﻭﺍﺤﺩ‬
‫ﺃﻜﺒﺭ ﻤﻤﺎ ﻴﺼﺩﺭﻩ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺘﻌﺯﻴﺯ ﺍﻝﻤﺴﺘﻤﺭ‪.‬‬
‫ﺃﻥ ﺍﻝﻨﻅﻡ ﺍﻝﺜﺎﺒﺘﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻨﺴﺒﺔ ﺃﻭ ﻓﺘﺭﺓ ﺘﻨﺘﺞ ﺃﺜﺭﹰﺍ ﻤﺘﺩﺭﺠﺎ ﺘﻜﻭﻥ ﻓﻴﻪ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺒﻁﻴﺌﺔ ﺒﻌﺩ ﺍﻝﺘﻌﺯﻴﺯ‪،‬‬
‫ﺜﻡ ﺘﺘﺴﺎﺭﻉ ﺇﻝﻰ ﺃﻥ ﻴﻘﺩﻡ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺘﺎﻝﻲ‪ .‬ﻭﺍﻝﺴﺒﺏ ﻓﻲ ﺫﻝﻙ ﻫﻭ ﺃﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺤﺎﺼﻠﺔ ﻤﺒﺎﺸﺭﺓ ﺒﻌـﺩ‬
‫ﺍﻝﺘﻌﺯﻴﺯ ﻻ ﺘﻌﺯﺯ ﺇﻁﻼﻗﺎﹰ‪ ،‬ﻭﻫﺫﺍ ﺍﻝﺘﺩﺭﺝ ﻻ ﻴﺤﺩﺙ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻨﻅﻡ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﺘﻐﻴﺭﺓ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺍﻝﻨﺴﺒﺔ ﺃﻭ‬
‫ﺍﻝﻔﺘﺭﺓ‪.‬‬
‫ﻓﻲ ﺘﻌﺯﻴﺯ ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺍﻝﻔﻭﺍﺼل ﺍﻝﺯﻤﻨﻴﺔ ﺒﻴﻥ ﺤﺎﻻﺕ ﺍﻝﺘﻌﺯﻴﺯ ﻗﺼﻴﺭﺓ ﻜﺎﻥ ﻤﻌﺩل ﺴـﺭﻋﺔ‬
‫ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﺃﺴﺭﻉ ﺃﻭ ﺃﻜﺒﺭ‪ .‬ﺒﻤﻌﻨﻰ ﺃﻥ ﻤﻌﺩل ﺍﻻﺴﺘﺠﺎﺒﺔ ﻴﺯﺩﺍﺩ ﻜﻠﻤﺎ ﺤـﺩﺙ ﺍﻝﺘﻌﺯﻴـﺯ ﻋﻠـﻰ‬
‫ﻓﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﻤﺘﻘﺎﺭﺒﺔ‪.‬‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﻝﻨﻅﻡ ﺘﻌﺯﻴﺯ ﺍﻝﻨﺴﺒﺔ ﻓﺈﻥ ﻤﻌﺩل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ ﻴﺯﺩﺍﺩ ﻜﻠﻤﺎ ﺍﺘﺠﻬﻨﺎ ﻨﺤـﻭ ﺍﻝﺘﻘﻠﻴـل ﻤـﻥ‬
‫ﺤﺩﻭﺙ ﺍﻝﺘﻌﺯﻴﺯ‪ .‬ﺃﻱ ﺃﻥ ﺃﻋﻠﻰ ﻤﻌﺩل ﻝﻼﺴﺘﺠﺎﺒﺔ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺃﻗل ﻨﺴﺒﺔ ﻝﻠﺘﻌﺯﻴﺯ‪.‬‬

‫ﺇﻥ ﺃﻨﻭﺍﻉ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺴﺎﺒﻘﺔ ﺘﺴﻤﻰ ﺠﺩﺍﻭل ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺒﺴﻴﻁﺔ‪ ،‬ﺫﻝﻙ ﺃﻥ ﻋﻤﻠﻴﺔ ﺘﻁﺒﻴﻘﻬﺎ ﺴﻬﻠﺔ ﻨﺴـﺒﻴﹰﺎ )ﺍﻝﺨﻁﻴـﺏ‪،‬‬
‫‪ .(٢٠٥‬ﻭﻤﻥ ﺍﻝﺠﺩﻴﺭ ﺒﺎﻝﺫﻜﺭ ﺃﻥ ﺩﺭﺍﺴﺔ ﻤﺨﺘﻠﻑ ﻨﻅﻡ ﺍﻝﺘﻌﺯﻴﺯ ﻻ ﺘﻬﺘﻡ ﺒﻜﻴﻔﻴﺔ ﺘﻌﻠﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻷﺼـﻠﻴﺔ‪ ،‬ﻭﺇﻨﻤـﺎ‬
‫ﺘﻬﺘﻡ ﺒﺘﻌﻠﻡ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻜﻴﻑ ﻴﺴﺘﺠﻴﺏ ﺒﺴﺭﻋﺔ ﺘﺤﺕ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺸﺭﻭﻁ ﺍﻝﻤﻜﺎﻓﺄﺓ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(١٠٠ ،‬‬
 ‫ﺭﺍﺑﻌﺎﹰ‪ :‬ﺍﻟﻌﻘﺎﺏ )‪:(Punishment‬‬
‫ﻴﻤﻴﺯ ﺴﻜﻨﺭ ﺒﻴﻥ ﻤﺎ ﻴﻌﻨﻴﻪ ﺒﺎﻝﺘﻌﺯﻴﺯ ﺍﻝﺴﻠﺒﻲ ﻭﺍﻝﻌﻘﺎﺏ‪ ،‬ﻓﺎﻷﻭل ﻴﺤﺩﺙ‪ -‬ﻜﻤﺎ ﺫﻜﺭ‪ -‬ﻨﺘﻴﺠﺔ ﺤﺫﻑ ﺍﻝﻤﻌﺯ‪‬ﺯ ﺍﻝﺴـﻠﺒﻲ‪،‬‬
‫ﺃﻤﺎ ﺍﻝﻌﻘﺎﺏ ﻓﻬﻭ ﻓﻲ ﻨﻅﺭﻩ ﺃﺴﻠﻭﺏ ﻤﻌﺎﻜﺱ‪ .‬ﺇﻨﻪ ﻴﻌﻨﻲ ﺘﻘﺩﻴﻡ ﻤﻌـﺯ‪‬ﺯ ﺴـﻠﺒﻲ )ﺍﻝﻀـﺭﺏ‪ ،‬ﺍﻝﺘـﻭﺒﻴﺦ‪ ،‬ﺍﻝﺼـﺩﻤﺔ‬
‫ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ‪ .(...‬ﻭﻝﺫﺍ ﻓﺈﻥ ﺍﻵﺜﺎﺭ ﺍﻝﺘﻲ ﺘﺘﺭﻜﻬﺎ ﺍﻝﺤﺎﻝﺘﺎﻥ ﻤﺨﺘﻠﻔﺔ‪ .‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺘﻌﺯﻴـﺯ ﻴﻘـﻭﻱ ﺇﻤﻜﺎﻨﻴـﺔ ﺼـﺩﻭﺭ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻓﺈﻥ ﺍﻝﻌﻘﺎﺏ ﻻ ﻴﻘﻭﺩ ﺤﺘﻤﹰﺎ ﺇﻝﻰ ﺇﻀﻌﺎﻑ ﺇﻤﻜﺎﻨﻴﺔ ﺤﺩﻭﺙ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻏﻴﺭ ﺍﻝﻤﺭﻏـﻭﺏ ﻓﻴﻬـﺎ‬
‫)ﻋﺎﻤﻭﺩ‪ .(٣٤١ ،‬ﻭﺍﻝﻌﻘﺎﺏ ﻜﺎﻝﺘﻌﺯﻴﺯ ﻴﻌﺭﻑ ﻭﻅﻴﻔﻴﺎﹰ‪ ،‬ﻓﺈﺫﺍ ﻀﻌﻑ ﺍﻝﺴﻠﻭﻙ ﺃﻭ ﺘﻭﻗﻑ ﻴﻜﻭﻥ ﺫﻝﻙ ﺍﻝﻤﺜﻴـﺭ ﻋﻘﺎﺒﻴـﹰﺎ‬
‫ﻼ ﻤﻬﻤﹰﺎ ﻓﻲ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻓﺒﻌﺩ ﺃﻥ ﺘﻌﻠﻡ ﺍﻝﻔﺄﺭ ﻓـﻲ‬
‫)ﺍﻝﺨﻁﻴﺏ‪ .(٢٣٧ ،‬ﻭﻴﻌﺘﻘﺩ ﺴﻜﻨﺭ ﺃﻥ ﺍﻝﻌﻘﺎﺏ ﻗﺩ ﻴﻜﻭﻥ ﻋﺎﻤ ﹰ‬
‫ﺘﺠﺎﺭﺏ ﺴﻜﻨﺭ ﺍﻝﻀﻐﻁ ﻋﻠﻰ ﺭﺍﻓﻌﺔ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺘﻌﺯﻴﺯ )ﻁﻌﺎﻡ(‪ ،‬ﻗﺭﺭ ﺃﻥ ﻴﺘﻭﻗﻑ ﻋﻥ ﺍﻝﻀـﻐﻁ ﻋﻠـﻰ ﻫـﺫﻩ‬
‫ﺍﻝﺭﺍﻓﻌﺔ ﻷﻨﻪ ﻜﺎﻥ ﻴﺘﻌﺭﺽ ﻝﺼﺩﻤﺔ ﻜﻬﺭﺒﺎﺌﻴﺔ ﺸﺩﻴﺩﺓ ﻓﻲ ﻜل ﻤﺭﺓ ﻴﻘﻭﻡ ﺒﺎﻝﻀﻐﻁ ﻋﻠﻴﻬﺎ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٨٣ ،‬‬

‫ﺃﻨﻭﺍﻉ ﺍﻝﻌﻘﺎﺏ )ﺃﺒﻭ ﺠﺎﺩﻭ‪:(١٨٤ ،‬‬

‫‪ .١‬ﺍﻝﻌﻘﺎﺏ ﺍﻝﻤﻭﺠﺏ‪ :‬ﻭﻴﻌﻨﻲ ﺘﻘﺩﻴﻡ ﻤﺜﻴﺭ ﻏﻴﺭ ﻤﺤﺒﺏ ﺃﻭ ﻤﺅﻝﻡ ﺇﻝﻰ ﺍﻝﻤﻭﻗﻑ‪ ،‬ﻴﻌﻤل ﻋﻠﻰ ﺇﺯﺍﻝﺔ ﺃﺩﺍﺀ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻐﻴﺭ ﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ‪.‬‬
‫‪ .٢‬ﺍﻝﻌﻘﺎﺏ ﺍﻝﺴﺎﻝﺏ‪ :‬ﻭﻴﺸﻴﺭ ﺇﻝﻰ ﺤﺫﻑ ﻤﺜﻴﺭ ﻤﺤﺒﺏ ﻤﻥ ﺍﻝﻤﻭﻗﻑ ﺃﻭ ﺇﺯﺍﻝﺘﻪ ﻝﻠﻌﻤل ﻋﻠﻰ ﺘﻭﻗﻑ ﺃﺩﺍﺀ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻐﻴﺭ ﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ‪.‬‬

‫ﻭﻗﺩ ﻴﻭﻝﺩ ﺍﻝﻌﻘﺎﺏ ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺸﺩﻴﺩﺍ‪ ،‬ﺍﻝﻌﺩﻭﺍﻥ ﻭﺍﻝﻌﻨﻑ ﻭﺍﻝﻬﺠﻭﻡ ﺍﻝﻤﻀﺎﺩ‪ .‬ﻓﻔﻲ ﺴﻴﺎﻕ ﻤﻨﺎﻗﺸﺘﻪ ﻝﻨﺘﺎﺌﺞ‬
‫ﺍﻝﻌﻘﺎﺏ ﺍﻝﺠﺴﺩﻱ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﻘﻭل ﺴﻜﻨﺭ‪" :‬ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻤﻌﻠﻡ ﻀﻌﻴﻔﺎ ﻓﻘﺩ ﻴﻬﺎﺠﻤﻪ‬
‫ﺍﻝﻁﺎﻝﺏ ﺒﺸﻜل ﻤﺒﺎﺸﺭ‪ .‬ﻭﻫﻭ ﻗﺩ ﻴﺘﺼﺭﻑ ﺒﻭﻗﺎﺤﺔ‪ ،‬ﻭﻗﺩ ﻴﺘﺤﺩﻯ ﺍﻝﻤﻌﻠﻡ ﻭﻴﻜﻭﻥ ﻓﻅﹰﺎ‪ .‬ﻜﺫﻝﻙ ﻗﺩ ﻴﺼﺒﺢ ﺴﻠﻭﻜﻪ‬
‫ﺍﻝﻠﻔﻅﻲ ﻗﺫﺭﹰﺍ‪ .‬ﻭﺍﻻﻋﺘﺩﺍﺀ ﺍﻝﺠﺴﺩﻱ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻅﺎﻫﺭﺓ ﺸﺎﺌﻌﺔ ﻫﺫﻩ ﺍﻷﻴﺎﻡ‪ ،‬ﻭﺘﺨﺭﻴﺏ ﻤﻤﺘﻠﻜﺎﺕ ﺍﻝﻤﺩﺭﺴﺔ ﺸﻜل‬
‫ﺁﺨﺭ ﻤﻥ ﺃﺸﻜﺎل ﺍﻝﻀﺒﻁ ﺍﻝﻤﻀﺎﺩ ﺍﻝﺫﻱ ﺘﺯﺩﺍﺩ ﺨﻁﻭﺭﺘﻪ ﻴﻭﻤﺎ ﺒﻌﺩ ﻴﻭﻡ" )ﺍﻝﺨﻁﻴﺏ‪.(٢٤١ ،‬‬

‫ﺧﺎﻣﺴﺎﹰ‪ :‬ﺗﺸﻜﻴﻞ ﺍﻟﺴﻠﻮﻙ )‪:(Behavior Shaping‬‬

‫ﺃﺤﺩ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﻲ ﺸﻐﻠﺕ ﺴﻜﻨﺭ ﻫﻭ "ﻜﻴﻑ ﻴﻤﻜﻥ ﺍﻜﺘﺴﺎﺏ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﻤﻌﻘﺩﺓ؟"‪ ،‬ﻭﺒﺎﻹﺠﺎﺒﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﺴﺅﺍل‬
‫ﺘﻭﺼل ﺇﻝﻰ ﺍﻝﺘﺸﻜﻴل‪ ،‬ﺃﻭ ﻨﻅﺭﻴﺔ ﺍﻝﺘﻘﺭﻴﺏ ﺍﻝﻤﺘﺘﺎﻝﻲ ‪The method of successive approximations‬‬
‫)‪ .(Boeree, 2006‬ﺘﻨﻁﻭﻱ ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﺸﻜﻴل ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻝﻬﺩﻑ ﺍﻝﺴﻠﻭﻜﻲ ﺍﻝﻤﺭﻏﻭﺏ ﻓﻴﻪ ﻭﺘﺠﺯﺌﺘﻪ‬
‫ﺇﻝﻰ ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﺘﺘﺎﺒﻌﺔ ﺍﻝﺘﻲ ﺘﻘﺘﺭﺏ ﺘﺩﺭﻴﺠﻴﹰﺎ ﻤﻥ ﺒﻠﻭﻍ ﺍﻝﻬﺩﻑ‪ .‬ﻭﻴﺘﻡ ﺘﻌﺯﻴﺯ ﻜل ﺨﻁﻭﺓ ﻋﻠﻰ ﺤﺩﻩ‬
‫ﺒﺎﻝﺘﺭﺘﻴﺏ ﺍﻝﻤﺅﺩﻱ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺍﻝﻬﺩﻑ ﺍﻝﻤﻨﺸﻭﺩ‪ ،‬ﻭﻻ ﻴﺤﺩﺙ ﺍﻻﻨﺘﻘﺎل ﺇﻝﻰ ﺨﻁﻭﺓ ﺘﺎﻝﻴﺔ ﺇﻻ ﺇﺫﺍ ﺃﺘﻘﻨﺕ ﺍﻝﻌﻀﻭﻴﺔ ﺃﺩﺍﺀ‬
‫ﺍﻝﺨﻁﻭﺓ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻬﺎ‪ ،‬ﻭﻴﺴﺘﻤﺭ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺘﻘﺭﻴﺏ ﺍﻝﻤﺘﺘﺎﻝﻲ ‪ Successive Approximation‬ﺇﻝﻰ ﺃﻥ‬
‫ﻴﺘﻤﻜﻥ ﻤﻥ ﺘﺤﻘﻴﻕ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﻁﻠﻭﺏ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٨٤ ،‬ﻭﺍﻝﺘﺸﻜﻴل ﻻ ﻴﻌﻨﻲ ﺨﻠﻕ ﺴﻠﻭﻜﻴﺎﺕ ﺠﺩﻴﺩﺓ ﻤﻥ ﻻ‬
‫ﺸﻲﺀ‪ ،‬ﻓﻐﺎﻝﺒﺎ ﻤﺎ ﻴﻜﻭﻥ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﺴﻠﻭﻙ ﻗﺭﻴﺏ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﻁﻠﻭﺏ ﻴﺘﻡ ﺘﻌﺯﻴﺯﻫﺎ ﻤﻥ ﻗﺒل ﺍﻝﻤﻌﺎﻝﺞ ﺤﺘﻰ‬
‫ﺘﺘﺭﺴﺦ‪ ،‬ﺜﻡ ﻴﻠﺠﺄ ﺇﻝﻰ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﺘﻔﺎﻀﻠﻲ ﻭﺍﻝﺫﻱ ﻴﺸﻤل ﻋﻠﻰ ﺘﻌﺯﻴﺯ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻓﻘﻁ ﻜﻠﻤﺎ ﺍﻗﺘﺭﺒﺕ ﻤﻥ ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻝﻤﺴﺘﻬﺩﻑ‪ .‬ﻭﻋﻠﻴﻪ ﻴﻌﺭﻑ ﺍﻝﺘﺸﻜﻴل ﻋﻠﻰ ﺃﻨﻪ ﺍﻹﺠﺭﺍﺀ ﺍﻝﺫﻱ ﻴﺸﻤل ﻋﻠﻰ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻹﻴﺠﺎﺒﻲ ﺍﻝﻤﻨﻅﻡ ﻝﻼﺴﺘﺠﺎﺒﺎﺕ‬
‫ﺍﻝﺘﻲ ﺘﻘﺘﺭﺏ ﺸﻴﺌﺎ ﻓﺸﻴﺌﺎ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻨﻬﺎﺌﻲ‪ ،‬ﺒﻬﺩﻑ ﺇﺤﺩﺍﺙ ﺴﻠﻭﻙ ﻻ ﻴﻭﺠﺩ ﺤﺎﻝﻴﹰﺎ‪ .‬ﻜﺎﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒﺔ ﻭﺍﻝﺘﺤﺩﺙ‬
‫ﻭﻗﻴﺎﺩﺓ ﺍﻝﺴﻴﺎﺭﺓ )ﺍﻝﺨﻁﻴﺏ‪.(٢١٨ ،‬‬
‫ﻓﻠﻜﻲ ﻴﺩﺭﺏ ﺴﻜﻨﺭ ﺤﻤﺎﻤﺔ ﻋﻠﻰ ﺍﻻﺴﺘﺩﺍﺭﺓ ﺩﺍﺌﺭﺓ ﻜﺎﻤﻠﺔ ﺘﺠﺎﻩ ﺍﻝﻴﻤﻴﻥ ﻗﺎﻡ ﺒﻭﻀﻌﻬﺎ ﻭﻫﻲ ﺠﺎﺌﻌﺔ ﻓﻲ ﺼﻨﺩﻭﻕ‪،‬‬
‫ﻭﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻷﻤﺭ ﻝﻡ ﺘﻔﻌل ﺍﻝﺤﻤﺎﻤﺔ ﺸﻴﺌﺎ ﺴﻭﻯ ﺃﻨﻬﺎ ﺘﺠﻭﻝﺕ ﺩﺍﺨل ﺍﻝﻘﻔﺹ ﻓﻜﺎﻨﺕ ﺘﻁﻠﻊ ﺇﻝﻰ ﺃﺴﻔل ﻭﺇﻝﻰ ﺃﻋﻠﻰ‪،‬‬
‫ﻭﺘﻨﻘﺭ ﺠﺩﺭﺍﻥ ﺍﻝﻘﻔﺹ ﻤﻥ ﺁﻥ ﻵﺨﺭ ﺜﻡ ﺘﺘﻁﻠﻊ ﻓﻴﻤﺎ ﺤﻭﻝﻬﺎ‪ ،‬ﺤﺘﻰ ﺘﺼﺎﺩﻑ ﺃﻥ ﺤﺭﻜﺔ ﺍﻝﺤﻤﺎﻤﺔ ﺭﺃﺴﻬﺎ ﺇﻝﻰ ﺠﻬﺔ‬
‫ﺍﻝﻴﻤﻴﻥ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ‪ ،‬ﻭﺒﻤﺠﺭﺩ ﺃﻥ ﻗﺎﻤﺕ ﺒﺘﻠﻙ ﺍﻝﺤﺭﻜﺔ ﻋﺯﺯﺕ ﺒﺎﻝﻁﻌﺎﻡ‪ ،‬ﻤﻤﺎ ﺃﺩﻯ ﺇﻝﻰ ﺯﻴﺎﺩﺓ ﺘﺤﺭﻴﻙ ﺍﻝﺤﻤﺎﻤﺔ ﻤﺭﺓ‬
‫ﺜﺎﻨﻴﺔ ﺭﺃﺴﻬﺎ ﺇﻝﻰ ﺠﻬﺔ ﺍﻝﻴﻤﻴﻥ‪ ،‬ﻭﺒﺎﺴﺘﻤﺭﺍﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺘﻤﻜﻨﺕ ﺍﻝﺤﻤﺎﻤﺔ ﻤﻥ ﺇﺤﺩﺍﺙ ﺩﻭﺭﺓ ﻜﺎﻤل ﻜﺎﻨﺕ ﺘﻌﺯﺯ ﻓﻲ‬
‫ﻨﻬﺎﻴﺘﻬﺎ ﺒﺎﻝﻁﻌﺎﻡ‪ .‬ﻭﻗﺩ ﻁﺒﻕ ﺴﻜﻨﺭ ﻫﺫﻩ ﺍﻷﺴﺎﺱ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻲ ﻓﻲ ﺍﻝﺘﻌﻠﻡ ﺍﻝﻤﺒﺭﻤﺞ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪.(١٠١ ،‬‬

‫ﺳﺎﺩﺳﺎﹰ‪ :‬ﺗﻌﺪﻳﻞ ﺍﻟﺴﻠﻮﻙ )‪:(Behavior Modification‬‬

‫ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ ﻫﻭ ﻓﺭﻉ ﻤﻥ ﻓﺭﻭﻉ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻴﺘﻀﻤﻥ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻤﻨﻅﻡ ﻝﻺﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﺴﺘﻨﺩﺓ ﺇﻝﻰ‬
‫ﻤﺒﺎﺩﺉ ﺍﻝﺘﻌﻠﻡ‪ ،‬ﺒﻬﺩﻑ ﺘﻐﻴﻴﺭ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﺫﻱ ﺍﻷﻫﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻴﺘﻡ ﺫﻝﻙ ﻤﻥ ﺨﻼل ﺘﻨﻅﻴﻡ ﺃﻭ ﺇﻋﺎﺩﺓ‬
‫ﺘﻨﻅﻴﻡ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺒﻴﺌﻴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺫﺍﺕ ﺍﻝﻌﻼﻗﺔ ﺒﺎﻝﺴﻠﻭﻙ‪ ،‬ﻭﻜﺫﻝﻙ ﻴﺸﻤل ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺍﻷﺩﻝﺔ ﻋﻠﻰ ﺘﻠﻙ‬
‫ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﺤﺩﻫﺎ ﻭﻻﺸﻲﺀ ﻏﻴﺭﻫﺎ ﺍﻝﺘﻲ ﺘﻜﻤﻥ ﻭﺭﺍﺀ ﺍﻝﺘﻐﻴﻴﺭ ﺍﻝﻤﻼﺤﻅ ﻓﻲ ﺍﻝﺴﻠﻭﻙ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٨٥ ،‬‬
‫ﻭﺒﺎﺨﺘﺼﺎﺭ ﻴﺘﻡ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ ﻤﻥ ﺨﻼل ﻤﺤﻭ ﺃﻭ ﺇﻁﻔﺎﺀ ﺴﻠﻭﻙ ﻏﻴﺭ ﻤﺭﻏﻭﺏ ﻋﻥ ﻁﺭﻴﻕ ﺇﺯﺍﻝﺔ ﺍﻝﻤﻌﺯﺯ‪،‬‬
‫ﻓﻲ ﺠﻤﻴﻊ ﺃﻨﻭﺍﻉ ﺍﻝﻤﺸﺎﻜل‬ ‫ﻭﺍﺴﺘﺒﺩﺍﻝﻪ ﺒﺴﻠﻭﻙ ﻤﺭﻏﻭﺏ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻌﺯﻴﺯ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻝﻨﻔﺴﻴﺔ‪ :‬ﻜﺎﻹﺩﻤﺎﻥ‪ ،‬ﻭﺍﻝﻌﺼﺎﺏ‪ ،‬ﻭﺍﻝﺨﺠل ﻭﺍﻝﺘﻭﺤﺩ ﻭﺍﻨﻔﺼﺎﻡ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﺜﺒﺕ ﺠﺩﺍﺭﺘﻪ ﻤﻊ ﺍﻷﻁﻔﺎل‪ .‬ﻜﻤﺎ‬
‫ﺘﻭﺠﺩ ﺘﻁﺒﻴﻘﺎﺕ ﻝﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺨﺘﻠﻴﻥ ﻭﺍﻝﺫﻴﻥ ﻓﻘﺩﻭﺍ ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻝﺴﻨﻭﺍﺕ‪ ،‬ﻭﺘﻤﻜﻨﻭﺍ‬
‫ﺒﻌﺩ ﺫﻝﻙ ﻤﻥ ﺍﻝﻘﻴﺎﻡ ﺒﺒﻌﺽ ﺍﻝﺘﺼﺭﻓﺎﺕ ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﻜﺎﻷﻜل ﺒﺎﻝﺸﻭﻜﺔ ﻭﺍﻝﺴﻜﻴﻥ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﺸﺎﻜﻠﻬﻡ ﺍﻝﺼﺤﻴﺔ‪،‬‬
‫ﻭﺇﻝﺒﺎﺱ ﺃﻨﻔﺴﻬﻡ )‪.(Boeree, 2006‬‬
 ‫ﺳﺎﺑﻌﺎﹰ‪ :‬ﺍﻟﺘﻌﻤﻴﻢ )‪:(Generalization‬‬
‫ﻴﻌﺘﺒﺭ ﺍﻝﺘﻌﻤﻴﻡ ﻤﻥ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﻜﺜﻴﺭ ﻤﻥ ﺃﻨﻤﺎﻁ ﺍﻝﺴﻠﻭﻙ ﻝﺩﻯ ﺍﻝﻜﺎﺌﻨﺎﺕ ﺍﻝﺤﻴﺔ ﺒﻤﺎ ﻓﻴﻬﺎ‬
‫ﺍﻹﻨﺴﺎﻥ‪ .‬ﻭﻴﺘﻡ ﺍﻝﺘﻌﻤﻴﻡ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺴﻜﻨﺭ ﻜﺎﻵﺘﻲ‪" :‬ﺃﻥ ﺘﻌﺯﻴﺯ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻓﻲ ﻭﺠﻭﺩ ﻤﺜﻴﺭ ﻤﻌﻴﻥ‬
‫ﻴﻌﻤل ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺍﺤﺘﻤﺎل ﻅﻬﻭﺭ ﺍﻻﺴﺘﺠﺎﺒﺔ‪ ،‬ﻝﻴﺱ ﻓﻘﻁ ﻝﻨﻔﺱ ﻫﺫﺍ ﺍﻝﻤﺜﻴﺭ‪ ،‬ﻭﻝﻜﻥ ﺇﻝﻰ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻷﺨﺭﻯ‬
‫ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺴﻠﻭﻜﻲ ﻭﺘﺭﺘﺒﻁ ﺃﻭ ﺘﺼﺎﺤﺏ ﺍﻝﻤﺜﻴﺭ ﺍﻷﻭل ﻭﻗﺕ ﺤﺩﻭﺙ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﺯﻴﺯ )ﺇﺒﺭﺍﻫﻴﻡ‪،‬‬
‫ﺭﺩﺍﺩﻱ‪ .(١٠٣ ،‬ﻭﻴﺴﻤﻰ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺘﻌﻤﻴﻡ ﺃﻴﻀﺎ ﺒﺎﻨﺘﻘﺎل ﺃﺜﺭ ﺍﻝﺘﺩﺭﻴﺏ ‪.Transfer of Learning‬‬
‫ﻭﻫﻨﺎﻙ ﺘﻌﻤﻴﻡ ﺁﺨﺭ ﻭﻫﻭ ﺘﻌﻤﻴﻡ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ‪ Response Generalization‬ﻭﺍﻝﺫﻱ ﻴﻌﻨﻲ ﺃﻥ ﺘﻌﺯﻴﺯ ﺍﺴﺘﺠﺎﺒﺔ‬
‫ﻴﺯﻴﺩ ﻤﻥ ﺍﺤﺘﻤﺎل ﺤﺩﻭﺙ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻤﺸﺎﺒﻬﺔ ﻝﻬﺎ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل )ﺍﻝﺨﻁﻴﺏ‪.(٣٦٤ ،‬‬
‫ﻭﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻴﻘﻭﻱ ﺍﻝﺘﻌﻤﻴﻡ ﺍﻝﺴﻠﻭﻙ ﻭﻴﺴﺎﻫﻡ ﻓﻲ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ‪ ،‬ﻓﻬﻭ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﻔﺭﺩ ﺒﺎﻝﻘﻴﺎﻡ ﺒﺎﻻﺴﺘﺠﺎﺒﺎﺕ‬
‫ﺘﻠﻘﺎﺌﻴﹰﺎ ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺠﺩﻴﺩﺓ ﻤﻊ ﺃﺸﺨﺎﺹ ﻤﺨﺘﻠﻔﻴﻥ ﻭﺍﻝﺘﻲ ﺘﺘﺸﺎﺒﻪ ﻤﻊ ﺍﻝﻤﻭﻗﻑ ﺍﻷﺼﻠﻲ ) ‪wilderdom,‬‬
‫‪ .(2003‬ﻭﺘﺸﻴﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺇﻝﻰ ﺃﻨﻪ ﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺃﻜﺜﺭ ﺸﺒﻬﺎ ﺒﺎﻝﻤﺜﻴﺭ ﺍﻷﺼﻠﻲ ﺍﻝﺫﻱ‬
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‫ﺤﺩﺜﺕ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻁ ﺒﻭﺠﻭﺩﻩ‪ ،‬ﺯﺍﺩﺕ ﺍﺤﺘﻤﺎﻻﺕ ﺤﺩﻭﺙ ﺍﻝﺘﻌﻤﻴﻡ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﻌﺭﻑ ﺒﺎﺴﻡ ﻤﻴل ﺍﻝﺘﻌﻤﻴﻡ‬
‫‪) Generalization Gradient‬ﺍﻝﺨﻁﻴﺏ‪.(٣١ ،‬‬

‫ﺛﺎﻣﻨﺎﹰ‪ :‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﻠﻔﻈﻲ ) ‪:( Verbal Behavior‬‬

‫ﺍﻫﺘﻡ ﺴﻜﻨﺭ ﺒﺩﺭﺍﺴﺔ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻠﻔﻅﻲ‪ ،‬ﻭﺃﻗﺭ ﻓﻴﻪ ﺒﻭﺠﻭﺩ ﻓﻭﺍﺭﻕ ﺒﻴﻥ ﺍﻹﻨﺴﺎﻥ ﻭﺍﻝﻔﺄﺭ‪ .‬ﻭﺃﻥ ﺍﻷﺼﻭﺍﺕ ﺍﻝﺘﻲ ﺘﺼﺩﺭ‬
‫ﻤﻥ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻭﺘﻤﺜل ﺍﻝﻜﻼﻡ ﻫﻲ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻴﻤﻜﻥ ﺘﻌﺯﻴﺯﻫﺎ ﻋﻥ ﻁﺭﻴﻕ ﻜﻼﻡ ﺍﻵﺨﺭﻴﻥ ﻭﺇﻴﻤﺎﺀﺍﺘﻬﻡ‪ .‬ﻭﻴﻤﻜﻥ‬
‫ﻤﻼﺤﻅﺔ ﻫﺫﺍ ﺍﻝﻤﻭﻗﻑ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻡ ﺍﻷﻁﻔﺎل ﺍﻝﺼﻐﺎﺭ ﺍﻝﺘﺤﺩﺙ ﺇﺫ ﻴﺸﺎﻫﺩﻭﻥ ﻭﻴﺴﻤﻌﻭﻥ ﺭﺩﻭﺩ ﺃﻓﻌﺎل ﺍﻵﺒﺎﺀ ﻭﻫﻡ‬
‫ﻴﻨﻁﻘﻭﻥ ﺒﻜﻠﻤﺎﺕ ﺨﺎﻁﺌﺔ‪ ،‬ﺃﻭ ﻴﺘﻔﻭﻫﻭﻥ ﺒﻜﻠﻤﺎﺕ ﻨﺎﺒﻴﺔ‪ ،‬ﻭﻤﻥ ﻫﻨﺎ ﻴﺘﻌﻠﻤﻭﻥ ﺘﺤﺩﺙ ﺍﻝﻠﻐﺔ ﻤﻊ ﺍﻵﺒﺎﺀ )ﺒﺭﻜﺎﺕ‪،‬‬
‫‪ .(٢٠٠٧‬ﻓﺎﻝﻜﻼﻡ ﻴﺨﻀﻊ ﻓﻲ ﻨﺸﺄﺘﻪ ﻭﺍﺭﺘﻘﺎﺌﻪ ﺇﻝﻰ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ‪ ،‬ﻤﺜﻠﻤﺎ ﻫﻭ ﺸﺄﻥ ﺍﻷﺸﻜﺎل ﺍﻝﺩﻨﻴﺎ ﻤﻥ‬
‫ﺍﻝﺴﻠﻭﻙ )ﻋﺎﻤﻭﺩ‪.(٣٣٤ ،‬‬

‫ﻴﻤﻜﻥ ﺃﻥ ﻨﻭﺠﺯ ﻨﻅﺭﻴﺔ ﺴﻜﻨﺭ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻲ ﺍﻝﻨﻘﺎﻁ ﺍﻵﺘﻴﺔ )ﺭﺒﻴﻊ‪:(٤٤٤ ،‬‬

‫‪ 3K% ٦‬ر‪ N  ,‬در‪ 6‬ا ‪ & -‬ا ‪W‬ات ا ‪ ،.-I‬و‪a%‬دا‪ 1F Z‬م ه آ آن ا ‪ W‬أ]ب إ ‪ 3‬ا ‪ W‬ا ‪ ,F‬آ ازدادت ا‪. -Y‬‬
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ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺁﻝﺔ ﻭﻤﺜﻠﻪ ﻤﺜل ﺃﻱ ﺁﻝﺔ ﺃﺨﺭﻯ ﻴﺘﺼﺭﻑ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻭﺫﻝﻙ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺘﻪ‬
‫ﻝﻠﻘﻭﻯ ﺍﻝﺨﺎﺭﺠﻴﺔ ﻓﻲ ﺍﻝﺒﻴﺌﺔ‪.‬‬
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ﺍﻝﺸﺨﺼﻴﺔ ﻫﻲ ﺴﻤﺎﺕ ﻤﻜﺘﺴﺒﺔ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻌﻠﻡ ﺍﻹﺠﺭﺍﺌﻲ‪ ،‬ﻓﻔﻲ ﺍﻝﺒﺩﺍﻴﺔ ﻴﺤﺼل ﺍﻝﺴﻠﻭﻙ ﺒﺒﺴﺎﻁﺔ‬
‫ﻭﺒﺸﻜل ﺘﻠﻘﺎﺌﻲ ﻤﺜل ﺍﻝﺼﻐﻴﺭ ﻓﻲ ﺍﻝﻤﻬﺩ ﺒﺩﻭﻥ ﺃﻱ ﻤﻨﺒﻪ ﻜﺎﻝﺘﻘﻠﺏ ﻭﺍﻝﻤﻨﺎﻏﺎﺓ‪ ،‬ﻭﻤﺎ ﺩﺍﻡ ﺍﻝﺴﻠﻭﻙ ﻗﺩ ﺤﺩﺙ‬
‫ﻤﺭﺓ ﻓﺈﻥ ﺍﺤﺘﻤﺎل ﺘﻜﺭﺍﺭﻩ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻷﻤﻭﺭ ﺍﻝﺘﻲ ﺘﺘﺭﺘﺏ ﻋﻠﻴﻪ‪.‬‬
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ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻌﺯﻴﺯ ﺒﺎﻝﺜﻭﺍﺏ ﻭﺍﻝﻌﻘﺎﺏ ﺘﺘﻜﻭﻥ ﺃﻏﻠﺏ ﺍﺘﺠﺎﻫﺎﺘﻨﺎ ﻨﺤﻭ ﺍﻝﻨﺎﺱ ﻭﺍﻷﺸﻴﺎﺀ‪ ،‬ﻭﻜﺫﻝﻙ ﻋﺎﺩﺍﺘﻨﺎ‬
‫ﺍﻝﺨﻠﻘﻴﺔ ﻜﺎﻝﺼﺩﻕ ﻭﺍﻷﻤﺎﻨﺔ ﺘﺘﻜﻭﻥ ﺘﺩﺭﻴﺠﻴﹰﺎ ﻓﻲ ﻤﻭﺍﻗﻑ ﺨﺎﺼﺔ ﻭﺍﺤ ‪‬ﺩ ﺒﻌﺩ ﺍﻵﺨﺭ ﺜﻡ ﻴﻤﺘﺩ ﺃﺜﺭﻫﺎ ﺇﻝﻰ‬
‫ﻤﻭﺍﻗﻑ ﺃﺨﺭﻯ‪.‬‬
‫
ﻜﺫﻝﻙ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻤﻴﻴﺯ ﺍﻝﺫﻱ ﻴﺒﺩﻭ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻁﻔل ﻋﻨﺩﻤﺎ ﻴﺭﻯ ﺴﻠﻭﻜﹰﺎ ﻤﻌﻴﻨﺎ ﻴﺤﻭﺯ ﺭﻀﺎ ﻭﺍﻝﺩﻴﻪ ﻓﻴﻤﻴل‬
‫ﺇﻝﻰ ﺘﻜﺭﺍﺭﻩ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﻝﻜﻥ ﺃﺤﻴﺎﻨﹰﺎ ﻴﺠﺩ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﻨﺎل ﺍﺴﺘﺤﺴﺎﻥ ﻭﺍﻝﺩﻴﻪ‪ ،‬ﻴﻘﺎﺒل ﺒﺎﻹﻋﺭﺍﺽ‬
‫ﻭﺍﻻﺴﺘﻬﺠﺎﻥ ﻤﻥ ﺍﻝﻐﻴﺭ‪ ،‬ﻓﻴﺘﻌﻠﻡ ﺍﻝﻁﻔل ﺃﻥ ﻴﺘﺼﺭﻑ ﻤﻊ ﺍﻝﺒﻌﺽ ﺒﺴﻠﻭﻙ ﻤﻌﻴﻥ ﻭﻤﻊ ﺍﻝﺒﻌﺽ ﺍﻵﺨﺭ‬
‫ﺒﺴﻠﻭﻙ ﻤﻐﺎﻴﺭ‪.‬‬

‫ﻭﻫﺫﺍ ﻤﻌﻨﺎﻩ ﺃﻥ ﺃﻓﻌﺎﻝﻨﺎ ﻭﺍﺴﺘﺠﺎﺒﺘﻨﺎ ﺍﻝﻴﻭﻤﻴﺔ ﻭﺃﺴﺎﻝﻴﺏ ﺴﻠﻭﻜﻨﺎ ﻫﻲ ﺃﻤﻭﺭ ﻤﺘﻌﻠﻤﺔ ﻤﻜﺘﺴﺒﺔ ﻨﺘﻴﺠﺔ ﺍﻝﺘﺩﻋﻴﻡ ﻭﺍﻝﺘﻤﻴﺯ‬
‫)ﺭﺒﻴﻊ‪.(٤٤٥ ،‬‬

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‬

‫ﺭﺒﻤﺎ ﻴﺭﺠﻊ ﺍﻝﻔﻀل ﻓﻲ ﺍﻨﺘﺸﺎﺭ ﺇﺠﺭﺍﺌﻴﺔ ﺴﻜﻨﺭ ﺇﻝﻰ ﺭﺒﻁﻬﺎ ﺒﻤﺠﺎﻻﺕ ﺤﻴﻭﻴﺔ‪ ،‬ﻜﺎﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻝﺼﻨﺎﻋﺔ )ﻋﺎﻤﻭﺩ‪.(٣٤٢ ،‬‬

‫‪ .١‬ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪:‬‬
‫ﺃﻭﻻﹰ‪ :‬ﺍﻛﺘﺴﺎﺏ ﺳﻠﻮﻛﻴﺎﺕ ﺟﺪﻳﺪﺓ‪:‬‬
‫ﻴﺭﻯ ﺴﻜﻨﺭ ﺃﻥ ﺃﻭل ﻋﻤل ﻝﻠﻤﺩﺭﺱ ﻫﻭ ﺘﺸﻜﻴل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻼﺌﻤﺔ‪ ،‬ﺒﺄﻥ ﻴﺠﻌل ﺍﻷﻁﻔﺎل ﻴﻨﻁﻘﻭﻥ ﻭﻴﻜﺘﺒﻭﻥ ﻋﻠﻰ‬
‫ﻨﺤﻭ ﺴﻠﻴﻡ )ﺃﺒﻭ ﺠﺎﺩﻭ‪ .(١٨٨ ،‬ﻭﻴﻭﻀﺢ ﺍﻝﺘﻁﺒﻴﻕ ﺍﻝﺘﺎﻝﻲ ﻜﻴﻑ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻓﻲ ﺘﺸﻜﻴل ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻝﻠﻔﻅﻲ )ﺍﻝﺨﻁﻴﺏ‪:(٢٢٢ ،‬‬
 ‫‪ .١‬ﻴﺼﺩﺭ ﺃﺼﻭﺍﺘﹰﺎ ﻏﻴﺭ ﻭﺍﻀﺤﺔ ﺃﺤﻴﺎﻨﹰﺎ‪.‬‬
‫‪ .٢‬ﻴﺼﺩﺭ ﺃﺼﻭﺍﺘﹰﺎ ﻏﻴﺭ ﻭﺍﻀﺤﺔ ﺒﺘﻭﺍﺼل‪.‬‬
‫‪ .٣‬ﻴﺴﺘﺠﻴﺏ ﺒﺭﺩﻭﺩ ﺃﻓﻌﺎل ﻝﻔﻅﻴﺔ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻷﻭﻝﻰ‪.‬‬
‫‪ .٤‬ﻴﺴﺘﺠﻴﺏ ﺒﺭﺩﻭﺩ ﺃﻓﻌﺎل ﻝﻔﻅﻴﺔ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺜﺎﻨﻴﺔ‪.‬‬ ‫ﺍﻝﺴﻠﻭﻙ‬
‫‪ .٥‬ﻴﺴﺘﺠﻴﺏ ﺒﻜﻠﻤﺔ ﻭﺍﺤﺩﺓ‪.‬‬ ‫ﺍﻝﻤﺩﺨﻠﻲ‬
‫‪ .٦‬ﻴﺴﺘﺠﻴﺏ ﺒﻜﻠﻤﺘﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‪.‬‬
‫‪ .٧‬ﻴﺒﺎﺩﺭ ﺇﻝﻰ ﻗﻭل ﻜﻠﻤﺔ ﻭﺍﺤﺩﺓ‪.‬‬
‫‪ .٨‬ﻴﺒﺎﺩﺭ ﺇﻝﻰ ﻗﻭل ﻜﻠﻤﺘﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‬
‫ﺍﻝﺴﻠﻭﻙ‬
‫‪ .٩‬ﻴﺒﺎﺩﺭ ﺇﻝﻰ ﺍﻝﺘﺤﺩﺙ ﺇﻝﻰ ﺍﻝﻤﻌﺎﻝﺞ‪.‬‬
‫ﺍﻝﻨﻬﺎﺌﻲ‬

‫ﻜﻤﺎ ﺃﻥ ﻷﺴﻠﻭﺏ ﺍﻝﺘﺸﻜﻴل ﻓﻌﺎﻝﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻝﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴﺎ ﻤﻥ ﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ‪ ،‬ﻜﺘﻌﻠﻴﻡ ﺍﻝﻁﻔل‬
‫ﺭﻜل ﺍﻝﻜﺭﺓ‪ ،‬ﺤﻴﺙ ﻴﻁﻠﺏ ﻤﻨﻪ ﺃﻥ ﻴﻠﻤﺱ ﺍﻝﻜﺭﺓ ﺒﻘﺩﻤﻪ‪ ،‬ﺜﻡ ﻴﺩﻓﻌﻬﺎ ﺇﻝﻰ ﺍﻷﻤﺎﻡ‪ ،‬ﻭﺃﺨﻴﺭﺍ ﺃﻥ ﻴﺭﻜﻠﻬﺎ‪ .‬ﻭﻜﻤﺜﺎل ﺃﺨﺭ ﺃﻥ‬
‫ﻴﻁﻠﺏ ﺍﻝﻤﻌﻠﻡ ﻓﺭﺯ ﺍﻝﻤﺴﺎﻤﻴﺭ ﺍﻝﻤﺴﺘﻘﻴﻤﺔ ﻋﻥ ﺘﻠﻙ ﺍﻝﻤﻌﻘﻭﻓﺔ‪ ،‬ﺤﻴﺙ ﻴﺒﺩﺃ ﺒﺨﻠﻁ ﺒﻌﺽ ﺍﻝﻤﺴﺎﻤﻴﺭ ﺍﻝﻤﻌﻘﻭﻓﺔ ﺠﺩﺍ‬
‫ﻭﺍﻝﺘﻲ ﻴﺴﻬل ﻋﻠﻰ ﺍﻝﺘﻠﻤﻴﺫ ﻓﺭﺯﻫﺎ ﺜﻡ ﻴﺠﻌل ﺍﻝﻔﺎﺭﻕ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺘﻠﻙ ﺍﻝﻤﺴﺘﻘﻴﻤﺔ ﺃﻗل ﻭﻀﻭﺤﹰﺎ )ﺯﻴﺘﻭﻥ‪.(٢٢٩ ،‬‬

‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﺒﺮﻣﺞ )‪:(Programmed Instruction‬‬

‫ﻤﻥ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻬﺎﻤﺔ ﻭﺍﻝﻤﻌﺭﻭﻓﺔ ﻝﻠﺘﺸﻜﻴل ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻨﻅﺎﻡ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﻌﺭﻭﻑ ﺒﺎﺴﻡ ﺍﻝﺘﻌﻠـﻴﻡ‬
‫ﺍﻝﻤﺒﺭﻤﺞ )ﺍﻝﺨﻁﻴﺏ‪ ،(٢٢١ ،‬ﻭﻴﻌﺘﺒﺭ ﺴﻜﻨﺭ ﺃﻭل ﻤﺒﺘﻜﺭ ﻝﻠﺘﻌﻠﻴﻡ ﺍﻝﻤﺒﺭﻤﺞ‪ ،‬ﻓﻔﻲ ﻋﺎﻡ ‪ ١٩٥٤‬ﺸـﻬﺩﺕ ﺍﻝﻭﻻﻴـﺎﺕ‬
‫ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻨﻘﺼﺎ ﺤﺎﺩﹰﺍ ﻓﻲ ﻋﺩﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻓﺘﻘﺩ ﺴﻜﻨﺭ ﺒﺎﻗﺘﺭﺍﺤﻪ ﻝﺤل ﻤﺸﻜﻠﺔ ﻫﺫﺍ ﺍﻝﻨﻘﺹ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤـﺎ‬
‫ﺘﻭﺼل ﺇﻝﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ‪ .‬ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺒﺭﻤﺞ ﻤﻥ ﺍﻝﻁﺭﻕ ﺍﻝﺤﺩﻴﺜﺔ ﺍﻝﺘﻲ ﺘﺴﻤﺢ ﻝﻠﻤﻌﻠﻡ ﺍﻝﻭﺍﺤﺩ‬
‫ﺒﺎﻝﺘﺩﺭﻴﺱ ﺒﻌﺩﺓ ﻁﺭﻕ‪ ،‬ﻜﻤﺎ ﺘﺴﻤﺢ ﻝﻪ ﺒﺘﺩﺭﻴﺱ ﻋﺩﺩ ﻜﺒﻴﺭ ﻤﻥ ﺍﻝﺘﻼﻤﻴﺫ‪ ،‬ﻭﻫﻭ ﻁﺭﻴﻘﺔ ﺘﻭﻓﺭ ﻝﻠﺘﻠﻤﻴﺫ ﻓﺭﺼﺘﻪ ﻜـﻲ‬
‫ﻴﺼﺒﺢ ﻤﻌﻠﻡ ﻨﻔﺴﻪ‪ ،‬ﺤﻴﺙ ﺃﻨﻬﺎ ﻁﺭﻴﻘﺔ ﻤﻥ ﻁﺭﻕ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺫﺍﺘﻲ )ﺃﺒﻭ ﺠﺎﺩﻭ‪.(١٨٦ ،‬‬
‫ﻭﺘﺘﻠﺨﺹ ﻓﻜﺭﺓ ﺴﻜﻨﺭ ﻋﻥ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺒﺭﻤﺞ ﻓﻲ ﻭﻀﻊ ﺘﻼﻤﻴﺫ ﺍﻝﺼﻑ ﺃﻤﺎﻡ ﻓﺭﺹ ﻤﺘﻜﺎﻓﺌﺔ ﻭﺍﻻﻨﺘﻘﺎل ﺒﻬـﻡ ﻤـﻥ‬
‫ﻤﻭﻀﻭﻋﺎﺕ ﻤﻌﺭﻭﻓﺔ ﺇﻝﻰ ﺃﺨﺭﻯ ﻤﺠﻬﻭﻝﺔ‪ .‬ﻭﻭﺠﺩ ﺃﻥ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﺘﻲ ﺘﺤﻘﻕ ﻫﺫﺍ ﺍﻝﻬﺩﻑ ﻫﻲ ﺠﻬﺎﺯ ﺍﻝﺘﻌﻠﻴﻡ؛ ﺤﻴـﺙ‬
‫ﺃﻨﻪ ﻴﻭﻓﺭ ﻝﻠﺘﻠﻤﻴﺫ ﻤﺎ ﻴﻭﻓﺭﻩ ﺍﻝﺼﻨﺩﻭﻕ ﻝﻠﻔﺄﺭ ﺃﻭ ﺍﻝﺤﻤﺎﻤﺔ ﻤﻥ ﺨﻼل ﺘﻐﺫﻴﺘﻪ ﺒﺒﺭﻨﺎﻤﺞ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺩﺭﻭﺱ ﻗﺩﻴﻤـﺔ‬
‫ﻭﺠﺩﻴﺩﺓ‪ .‬ﻭﻤﺎ ﻋﻠﻰ ﺍﻝﺘﻠﻤﻴﺫ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻗﻑ ﺇﻻ ﺃﻥ ﻴﻀﻐﻁ ﻋﻠﻰ ﺯﺭ ﻤﻌﻴﻥ ﻜﻲ ﺘﻅﻬﺭ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ )ﺘﻤﺎﺭﻴﻥ‪،‬‬
‫ﺠﻤل‪ ،‬ﺃﺴﺌﻠﺔ‪ (...‬ﻋﻠﻰ ﺍﻝﺸﺎﺸﺔ‪ .‬ﺜﻡ ﻴﻁﻠﺏ ﻤﻨﻪ ﺤﻠﻬﺎ ﺃﻭ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻝﻴﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﻨﺘﻴﺠﺔ ﻋﻤﻠﻪ‬
‫ﺼﺤﻴﺤﺔ ﺃﻡ ﺨﺎﻁﺌﺔ ﻋﻠﻴﻪ ﺃﻥ ﻴﻀﻐﻁ ﻋﻠﻰ ﺍﻝﺯﺭ ﺍﻝﻤﺨﺼﺹ ﻝﺫﻝﻙ‪ ،‬ﻭﻴﻌﺘﺒﺭ ﺍﺘﻔﺎﻕ ﺍﻹﺠﺎﺒﺔ ﺍﻝﺘﻲ ﺘﻅﻬﺭ ﻋﻠﻰ ﺸﺎﺸﺔ‬
‫ﺠﻬﺎﺯ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺇﺠﺎﺒﺔ ﺍﻝﺘﻠﻤﻴﺫ ﺒﻤﺜﺎﺒﺔ ﺍﻝﺘﻌﺯﻴﺯ‪ .‬ﺒﻴﻨﻤﺎ ﻴﻜﻭﻥ ﻋﺩﻡ ﺍﻻﺘﻔﺎﻕ ﺒﻴﻨﻬﻤﺎ ﻓﺭﺼﺔ ﻝﺘﻌﺭﻑ ﺍﻝﺘﻠﻤﻴﺫ ﻋﻠﻰ ﺨﻁﺌﻪ‬
‫ﻭﺘﻔﺎﺩﻴﻪ ﻓﻲ ﺍﻝﻤﺤﺎﻭﻝﺔ ﺍﻝﺜﺎﻨﻴﺔ )ﻋﺎﻤﻭﺩ ‪.(٣٤٣‬‬
‫ﻭﻝﻌل ﻤﻔﻬﻭﻡ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺒﺭﻤﺞ ﻤﻥ ﺃﻜﺜﺭ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺃﻫﻤﻴﺔ ﻝﻤﺒﺎﺩﺉ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ‪ ،‬ﺇﺫ ﻴﻘﻭﻡ ﻋﻠﻰ‬
‫ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻤﺒﺎﺩﺉ ﺍﻝﺘﻌﻠﻡ ﺍﻹﺠﺭﺍﺌﻲ ﻭﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺇﻴﻀﺎﺤﻬﺎ ﻓﻴﻤﺎ ﻴﻠﻲ )ﺃﺒﻭ ﺠﺎﺩﻭ‪:(١٨٧ ،‬‬

‫‪ .١‬ﺇﻥ ﺘﺴﻠﺴل ﺍﻝﻤﺎﺩﺓ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺨﻁﻭﺍﺕ ﻤﺘﺘﺎﻝﻴﺔ ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﻓﻌﺎﻝﻴﺔ ﺍﻝﻁﺎﻝﺏ ﻭﻨﺸﺎﻁﻪ‪.‬‬
‫‪ .٢‬ﺇﻥ ﺘﺯﻭﻴﺩ ﺍﻝﻤﺘﻌﻠﻡ ﺒﺎﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻓﻲ ﻜل ﺨﻁﻭﺓ ﻋﻠﻰ ﺤﺩﻩ ﻭﺘﺼﺤﻴﺢ ﺍﺴﺘﺠﺎﺒﺎﺘﻪ ﻓﻲ ﻀﻭﺀ ﻫﺫﻩ‬
‫ﺍﻝﺘﻐﺫﻴﺔ‪ ،‬ﻴﺸﻜل ﻋﻤﻠﻴﺔ ﺸﺒﻴﻬﺔ ﺒﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﺯﻴﺯ‪.‬‬
‫‪ .٣‬ﺘﻘﺩﻡ ﺍﻝﻁﺎﻝﺏ ﻋﺒﺭ ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﺩﺭﻴﺠﻴﺔ ﺍﻝﻤﺴﺘﻤﺭﺓ ﻴﺅﻜﺩ ﻤﺒﺩﺃ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺘﺩﺭﻴﺠﻲ ﻭﺇﺠﺭﺍﺀﺍﺕ‬
‫ﺘﺸﻜﻴل ﺍﻝﺴﻠﻭﻙ‪.‬‬
‫‪ .٤‬ﺘﻘﺩﻡ ﺍﻝﻤﺘﻌﻠﻡ ﺤﺴﺏ ﻤﻌﺩل ﺘﻌﻠﻡ ﺨﺎﺹ ﺒﻪ ﻴﺅﻜﺩ ﻤﺒﺩﺃ ﻤﺭﺍﻋﺎﺓ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ‪ .‬ﻭﺘﻭﻗﻑ‬
‫ﺍﻝﺘﻌﻠﻡ ﺍﻝﻼﺤﻕ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺴﺎﺒﻕ‪.‬‬

‫ﻭﻤﻥ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻨﻅﺎﻡ ﺍﺒﺘﺩﺍﺀ ﺍﻝﻤﺘﻌﻠﻡ ﺒﺎﻝﻭﺤﺩﺓ ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻭﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻪ ﺍﻝﺤﺎﻝﻲ‪ ،‬ﻭﺍﻨﺘﻘﺎﻝﻪ‬
‫ﻤﻥ ﻭﺤﺩﺓ ﺇﻝﻰ ﺃﺨﺭﻯ ﺤﺴﺏ ﻗﺩﺭﺍﺘﻪ‪ .‬ﺇﻥ ﻤﺎ ﻴﺤﺎﻭل ﻫﺫﺍ ﺍﻝﻨﻅﺎﻡ ﺘﺤﻘﻴﻘﻪ ﻫﻭ ﺘﻬﻴﺌﺔ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﻤﺘﻌﻠﻡ‬
‫ﻝﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺕ ﻭﻤﻌﺎﺭﻑ ﻤﻌﻘﺩﺓ ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺍﺴﺘﺠﺎﺒﺘﻪ ﺍﻝﺼﺤﻴﺤﺔ ﺒﺸﻜل ﻤﻨﻅﻡ ﻓﻲ ﺍﻝﺒﺩﺍﻴﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺘﻌﺯﻴﺯ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺕ ﺃﻜﺜﺭ ﺘﻌﻘﻴﺩﺍ )ﺍﻝﺨﻁﻴﺏ‪.(٢٢٢ ،‬‬

‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﺗﻌﺪﻳﻞ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ‪:‬‬

‫ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺒﺎﺩﺉ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ ﻓﻲ ﺍﻝﺼﻑ ﻭﺍﻝﻬﺩﻑ ﺍﻷﺴﺎﺴﻲ ﻝﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ ﻫﻭ ﺘﺤﺩﻴﺩ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ‬
‫ﺍﻝﻤﻨﺤﺭﻓﺔ ﺍﻝﺘﻲ ﺘﺘﺩﺍﺨل ﻤﻊ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻭﻤﺴﺎﻋﺩﺓ ﺍﻝﻁﻔل ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺴﻠﻭﻜﻴﺎﺕ ﺘﻜﻴﻔﻴﻪ‪ .‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻹﺸﺭﺍﻁ‬
‫ﺍﻹﺠﺭﺍﺌﻲ ﻋﻠﻰ ﺃﺴﺎﺱ ﻤﺒﺩﺃ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻭﺇﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻹﻨﺴﺎﻥ ﻤﺘﻌﻠﻡ‪ ،‬ﺤﻴﺙ ﺇﻥ ﺍﻝﺘﻌﺯﻴﺯ ﻴﺘﺒﻊ‬
‫ﻅﻬﻭﺭ ﺍﻻﺴﺘﺠﺎﺒﺔ‪ ،‬ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻝﻭ ﺃﺭﺩﻨﺎ ﻤﻥ ﺍﻝﻁﺎﻝﺏ ﺃﻥ ﻴﻜﻑ ﻋﻥ ﺍﻝﺒﻜﺎﺀ ﻭﺍﻝﺼﺭﺍﺥ ﺩﺍﺨل ﻏﺭﻓﺔ ﺍﻝﺼﻑ‬
‫ﻼ ﻤﺎ ﻴﻘﻭﻡ ﺒﺎﻝﻘﻔﺯ ﻋﻠﻰ ﺍﻝﻤﻘﺎﻋﺩ ﺩﺍﺨل ﺍﻝﺼﻑ ﻭﻗﺎﻡ‬
‫ﻓﺈﻨﻨﺎ ﻨﻘﺭﻥ ﻅﻬﻭﺭ ﺍﻝﺴﻠﻭﻙ ﺒﺎﻹﻫﻤﺎل‪ .‬ﻭﻝﻭ ﺍﻓﺘﺭﻀﻨﺎ ﺃﻥ ﻁﻔ ﹰ‬
‫ﺍﻝﻤﻌﻠﻡ ﺒﺎﻝﺼﺭﺍﺥ ﻋﻠﻴﻪ‪ ،‬ﻓﺭﺒﻤﺎ ﻴﻜﻭﻥ ﺼﺭﺍﺥ ﺍﻝﻤﻌﻠﻡ ﺒﻤﺜﺎﺒﺔ ﺘﻌﺯﻴﺯ ﻝﻠﻁﺎﻝﺏ ﻷﻨﻪ ﻗﺩ ﻴﻜﻭﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﻫﻭ‬
‫ﻝﻔﺕ ﺍﻻﻨﺘﺒﺎﻩ‪ .‬ﻭﻝﻜﻥ ﻝﻭ ﺘﺤﺩﺙ ﺍﻝﻤﻌﻠﻡ ﺒﺼﻭﺕ ﻫﺎﺩﺉ ﻭﻤﻌﻘﻭل‪ ،‬ﻭﻋﺯﺯﻩ ﺒﻌﺩ ﺍﻝﺠﻠﻭﺱ ﻓﺈﻥ ﺴﻠﻭﻙ ﺍﻝﻘﻔﺯ ﻴﺘﻼﺸﻰ‬
‫ﻋﻨﺩﻤﺎ ﻋ‪‬ﺯﺯ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﻘﺎﺒل ﻝﻪ ﻭﻫﻭ ﺍﻝﺠﻠﻭﺱ )ﻴﺤﻲ‪.(٤٤ ،‬‬
‫ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ ﻝﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻋﻨﺩ ﺍﻷﻁﻔﺎل ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ‪ ،‬ﻓﻔﻲ ﺤﺎﻝﺔ ﻤﻨﻬﺎ ﺠﺭﺏ‬
‫ﻤﺤﺎﻭﻝﺔ ﻓﻲ ﺃﺤﺩ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﺍﺸﺘﺭﻜﺕ ﻓﻴﻬﺎ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﺎﺕ ﻓﻲ ﺍﻝﺭﻭﻀﺔ ﻤﻊ ﺃﺴﺎﺘﺫﺓ ﻭﻁﻼﺏ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻓﻲ‬
‫ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻤﺠﺎﻭﺭﺓ ﻝﻴﻌﺎﻝﺠﻭﺍ ﺨﺠل ﻁﻔﻠﺔ ﺩﺨﻠﺕ ﺍﻝﺭﻭﻀﺔ ﺤﺩﻴﺜﹰﺎ‪ .‬ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻝﻁﻔﻠﺔ ﺘﻘﻀﻲ ﻤﻌﻅﻡ ﻭﻗﺘﻬﺎ ﺘﺠﺜﻭ‬
‫ﻋﻠﻰ ﺍﻷﺭﺽ ﻭﺘﺭﻓﺽ ﻜل ﺍﻝﻤﺤﺎﻭﻻﺕ ﺍﻝﺘﻲ ﺘﻭﺠﻪ ﺇﻝﻴﻬﺎ ﻝﺘﻌﻠﻡ ﺍﻝﻜﻼﻡ ﺃﻭ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﻠﻌﺏ ﺃﻭ ﺍﻻﺸﺘﺭﺍﻙ ﻓﻲ‬
‫ﺍﻝﻨﺸﺎﻁﺎﺕ‪ .‬ﻭﻋﻠﻰ ﻀﻭﺀ ﺍﻻﻓﺘﺭﺍﺽ ﺃﻥ ﺍﻝﺨﻁﻭﺓ ﺍﻷﻭﻝﻰ ﻝﻠﻌﻼﺝ ﻴﺠﺏ ﺃﻥ ﺘﺘﺭﻜﺯ ﻋﻠﻰ ﺠﻌل ﺍﻝﻁﻔﻠﺔ ﺘﻘﻑ ﻋﻠﻰ‬
‫ﺭﺠﻠﻴﻬﺎ‪ ،‬ﻓﻘﺩ ﺘﻡ ﻭﻀﻊ ﺨﻁﺔ ﺘﻌﺯﺯ ﻓﻴﻬﺎ ﺴﻠﻭﻙ ﺍﻝﻁﻔﻠﺔ ﻜﻠﻤﺎ ﺭﺃﻭﻫﺎ ﻭﺍﻗﻔﺔ‪ ،‬ﻭﺃﻥ ﻴﻬﻤﻠﻭﻫﺎ ﻓﻴﻤﺎ ﻋﺩﺍ ﺫﻝﻙ‪ .‬ﻭﻓﻲ‬
‫ﺨﻼل ﻴﻭﻤﻴﻥ ﺃﺼﺒﺤﺕ ﺍﻝﻁﻔﻠﺔ ﺘﻤﺎﺭﺱ ﻨﺸﺎﻁﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻜﺜﻴﺭﺓ ﻭﻫﻲ ﻭﺍﻗﻔﺔ )ﻗﻁﺎﻤﻲ‪ ،‬ﻋﺩﺱ‪.(١٢٨ ،‬‬
‫ﺃﻤﺎ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻁﻠﻭﺏ ﻤﻥ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻘﻴﺎﻡ ﺒﻬﺎ ﺴﻭﺍﺀ ﻓﻲ ﺍﻝﺼﻑ ﺃﻭ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻬﻲ ﻜﻤﺎ ﻴﻠﻲ )ﻴﺤﻲ‪،‬‬
‫‪:(٤٤‬‬

‫‪ .١‬ﻤﻼﺤﻅﺔ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﺴﺘﻬﺩﻑ ﻭﺘﺤﺩﻴﺩﻩ‪.‬‬

‫‪ .٢‬ﺍﺨﺘﻴﺎﺭ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻝﻤﻨﺎﺴﺏ ﻭﺘﻘﺩﻴﻤﻪ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﻤﻨﺎﺴﺏ‪.‬‬
‫‪ .٣‬ﺇﻋﺩﺍﺩ ﺒﺭﺍﻤﺞ ﺘﺩﺨل ﻭﺘﺼﻤﻴﻤﻬﺎ ﺒﺤﻴﺙ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺒﺎﺩﺉ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ‪.‬‬
‫‪ .٤‬ﻤﺭﺍﻗﺒﺔ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺒﺭﻨﺎﻤﺞ‪.‬‬

‫ﺭﺍﺑﻌﺎﹰ‪ :‬ﺍﻟﺘﻌﺰﻳﺰ ﻭﺍﻟﺘﻌﻠﻢ‪:‬‬

‫ﻴﺘﻌﻠﻡ ﺍﻝﻁﻔل ﺃﻨﻪ ﻓﻌل ﺸﻴﺌﺎ ﺤﺴﻨﹰﺎ ﺜﻡ ﻴﻜﺭﺭﻩ ﺇﺫﺍ ﻤﺎ ﺘﻠﻘﻰ ﺤﺎﻓﺯ ﻤﺎ‪ .‬ﻓﺎﻝﻁﺎﻝﺏ ﻴﺠﻴﺏ ﺇﺠﺎﺒﺔ ﺼﺤﻴﺤﺔ‪ ،‬ﻭﻴﺘﻠﻘﻰ‬
‫ﺍﻝﻤﺩﻴﺢ ﻭﻴﻌﻠﻡ ﺃﻥ ﺍﻹﺠﺎﺒﺔ ﺍﻝﺼﺤﻴﺤﺔ ﺘﺠﻠﺏ ﻝﻪ ﻤﻜﺎﻓﺄﺓ ﺍﻝﻤﺩﻴﺢ‪ .‬ﻭﺒﺫﻝﻙ ﻴﺘﻭﻝﺩ ﻝﺩﻴﻪ ﺍﻝﺤﺎﻓﺯ ﻋﻠﻰ ﺘﻜﺭﺍﺭ ﻫﺫﻩ‬
‫ﺍﻹﺠﺎﺒﺔ‪ .‬ﻭﻫﺫﺍ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﺘﻲ ﻨﺭﻴﺩ ﻤﻥ ﺃﻁﻔﺎﻝﻨﺎ ﺃﻥ ﻴﺘﻌﻠﻤﻭﻫﺎ‪ ،‬ﻭﻜﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﺘﻲ ﻻ‬
‫ﻨﺭﻴﺩﻫﻡ ﺃﻥ ﻴﺘﻌﻠﻤﻭﻫﺎ‪ .‬ﻭﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﺃﻥ ﻴﺒﺘﺴﻡ ﺍﻝﻁﺎﻝﺏ ﻭﻴﻤﺘﺩﺤﻪ ﻋﻨﺩ ﺇﻋﻁﺎﺀﻩ ﺃﻱ ﻤﻜﺎﻓﺄﺓ‪ ،‬ﻭﺴﻴﺘﻌﻠﻡ ﺍﻝﻁﻼﺏ‬
‫ﺍﻝﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻤﺩﻴﺢ ﻭﺒﻴﻥ ﺍﻝﻤﻜﺎﻓﺄﺓ ﻭﺒﻌﺩ ﻓﺘﺭﺓ ﻤﻥ ﺍﻝﺯﻤﻥ ﺴﻴﺼﺒﺢ ﺍﻝﻤﺩﻴﺢ ﻭﺤﺩﻩ ﻤﻜﺎﻓﺄﺓ ﻜﺎﻓﻴﺔ‪ .‬ﻜﻤﺎ ﻴﻤﻜﻥ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻜﺎﻓﺂﺕ ﻝﻤﺴﺎﻋﺩﺓ ﺍﻝﺘﻼﻤﻴﺫ ﻋﻠﻰ ﺃﻥ ﻴﺘﻌﻠﻤﻭﺍ ﻤﺘﻰ ﻴﻜﻭﻥ ﻅﺭﻑ ﻤﻌﻴﻥ ﻤﻼﺌﻡ ﻝﺴﻠﻭﻙ ﻤﺎ‪ ،‬ﻭﻻ ﻴﻜﻭﻥ‬
‫ﺍﻝﻅﺭﻑ ﺍﻵﺨﺭ ﻤﻼﺌﻤﺎ‪ ،‬ﻤﺜل ﺍﻝﺼﺭﺍﺥ ﺩﺍﺨل ﻏﺭﻓﺔ ﺍﻝﺼﻑ )ﺯﻴﺘﻭﻥ‪.(٢٢٤ ،‬‬
 ‫ﺧﺎﻣﺴﺎﹰ‪ :‬ﺗﻌﻤﻴﻢ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ‪:‬‬
‫ﻴﺴﺘﺨﺩﻡ ﺍﻝﺘﻌﻤﻴﻡ ﻓﻲ ﺠﻤﻴﻊ ﻤﺠﺎﻻﺕ ﺍﻝﺘﻌﻠﻡ‪ ،‬ﻓﺎﻝﻁﺎﻝﺏ ﻴﻁﺒﻕ ﻁﺭﻕ ﺤل ﻤﺴﺄﻝﺔ ﻤﺎ ﻋﻠﻰ ﺠﻤﻴﻊ ﺍﻝﻤﺴﺎﺌل ﺍﻝﻤﺸﺎﺒﻬﺔ‪،‬‬
‫ﻜﻤﺎ ﻴﺴﺘﺨﺩﻡ ﻤﻌﻠﻡ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺍﻝﺘﻌﻤﻴﻡ ﺒﺸﻜل ﻜﺒﻴﺭ ﻤﻊ ﺘﻼﻤﻴﺫﻩ‪ ،‬ﻓﺎﻝﻤﺘﺨﻠﻔﻭﻥ ﻋﻘﻠﻴﺎ ﻴﺠﺩﻭﻥ ﺼﻌﻭﺒﺔ ﻓﻲ‬
‫ﺘﻌﻤﻴﻡ ﻤﺎ ﺘﻌﻠﻤﻭﻩ‪ .‬ﻓﻘﺩ ﻴﺘﻤﻜﻥ ﺍﻝﻁﺎﻝﺏ ﻤﻥ ﺭﺒﻁ ﻋﻘﺩﺓ ﺸﺭﻴﻁ ﺤﺫﺍﺀ ﺤﻭل ﺇﻁﺎﺭ ﺨﺸﺒﻲ‪ ،‬ﻭﻝﻜﻨﻪ ﻴﻌﺠﺯ ﻋﻥ ﺭﺒﻁ‬
‫ﺸﺭﻴﻁ ﺍﻝﺤﺫﺍﺀ ﺤﺘﻰ ﻴﻌﺎﺩ ﺘﻌﻠﻴﻤﻪ ﺭﺒﻁ ﺍﻝﺸﺭﻴﻁ ﻋﻠﻰ ﺍﻝﺤﺫﺍﺀ ﻨﻔﺴﻪ‪ .‬ﻭﻋﻠﻰ ﻫﺫﺍ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﺃﻥ ﻴﻌﻠﻡ ﺍﻝﻁﺎﻝﺏ‬
‫ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻁﺒﻕ ﻓﻲ ﻅﺭﻭﻑ ﺸﺒﻴﻬﺔ ﺒﺎﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻨﺘﻭﻗﻊ ﺃﻥ ﻴﺴﺘﺨﺩﻤﻬﺎ ﺍﻝﺘﻠﻤﻴﺫ‪ ،‬ﻓﻤﺜﻼ ﻝﻜﻲ ﻴﻌﻠﻡ ﺍﻝﻁﻔل‬
‫ﺤﻤل ﺍﻝﻨﻘﻭﺩ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻋﻠﻴﻪ ﺃﻥ ﻴﺄﺨﺫﻩ ﻝﻠﺘﺴﻭﻕ ﻤﻥ ﺩﻜﺎﻜﻴﻥ ﺤﻘﻴﻘﻴﺔ )ﺯﻴﺘﻭﻥ‪.(٢٣٢ ،‬‬

‫ﻭﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺍﻝﺨﻁﻭﻁ ﺍﻝﻌﺭﻴﻀﺔ ﺍﻝﺘﻲ ﺍﻗﺘﺭﺤﻬﺎ ﺴﻜﻨﺭ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻜﻤﺎ ﻴﻠﻲ )ﺃﺒﻭ ﺠﺎﺩﻭ‪:(١٨٨ ،‬‬

‫‪ .١‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻹﻴﺠﺎﺒﻲ ﻀﻤﻥ ﺍﻝﺤﺩﻭﺩ ﺍﻝﻌﻠﻤﻴﺔ ﺒﻘﺩﺭ ﺍﻹﻤﻜﺎﻥ‪.‬‬

‫‪ .٢‬ﻀﺒﻁ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﻤﻨﻔﺭﺓ ﻓﻲ ﻏﺭﻓﺔ ﺍﻝﺼﻑ ﻭﺘﻘﻠﻴﻠﻬﺎ ﺤﺘﻰ ﻻ ﻴﺯﺩﺍﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺍﻝﻌﻘﺎﺏ ﺃﻭ ﺍﻝﺘﻌﺯﻴﺯ‬
‫ﺍﻝﺴﺎﻝﺏ‪.‬‬
‫‪ .٣‬ﻀﺭﻭﺭﺓ ﺘﻘﺩﻴﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺴﻭﺍﺀ ﺃﻜﺎﻨﺕ ﻓﻲ ﺼﻭﺭﺓ ﺘﻌﺯﻴﺯ ﻤﻭﺠﺏ ﺃﻭ ﺘﻌﺯﻴﺯ ﺴﺎﻝﺏ ﺃﻭ ﻋﻘﺎﺏ ﻓﻭﺭ‬
‫ﺼﺩﻭﺭ ﺍﻝﺴﻠﻭﻙ ﻋﻥ ﺍﻝﻤﺘﻌﻠﻡ‪.‬‬
‫‪ .٤‬ﺍﻝﺤﺭﺹ ﻋﻠﻰ ﺘﺴﻠﺴل ﺍﻝﺨﻁﻭﺍﺕ ﻝﻼﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺭﻴﻬﺎ ﺍﻝﻤﺘﻌﻠﻡ ﻭﺘﺘﺎﺒﻌﻬﺎ‪ ،‬ﻭﺘﻘﺩﻴﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ‬
‫ﻓﻲ ﻜل ﻤﺎ ﻴﺘﻌﻠﻤﻪ ﺍﻝﻁﺎﻝﺏ‪.‬‬

‫ﻜﻤﺎ ﺤﺫﺭ ﺴﻜﻨﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺼﻔﻴﺔ ﺍﻝﻤﻨﻔﺭﺓ ﺍﻝﺘﻲ ﻗﺩ ﺘﻘﺘﺭﻥ ﺒﺴﻠﻭﻜﻬﻡ ﺃﻭ ﺒﺎﻝﻤﺎﺩﺓ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻲ‬
‫ﻴﻘﻭﻤﻭﻥ ﺒﺘﺩﺭﻴﺴﻬﺎ‪ .‬ﻭﻤﻥ ﻫﺫﻩ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ )ﺃﺒﻭ ﺠﺎﺩﻭ‪:(١٨٩ ،‬‬

‫ ﺍﻝﺴﺨﺭﻴﺔ ﻤﻥ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻁﻠﺒﺔ ﻭﺘﻘﺩﻴﻡ ﺍﻝﺘﻌﻠﻴﻘﺎﺕ ﺍﻝﻤﺅﻝﻤﺔ ﻝﺫﺍﺕ ﺍﻝﻁﺎﻝﺏ‪.‬‬

‫ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻌﻘﺎﺒﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻜﻭﻗﻭﻑ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﻤﻭﺍﺠﻬﺔ ﺍﻝﺤﺎﺌﻁ ﺃﻭ ﺍﻝﺤﺒﺱ ﻝﺨﻁﺄ ﺍﺭﺘﻜﺒﻪ‬
‫ﺍﻝﻁﺎﻝﺏ‪.‬‬
‫ ﺍﻝﻭﻅﺎﺌﻑ ﺍﻝﻤﻨﺯﻝﻴﺔ ﺍﻹﻀﺎﻓﻴﺔ ﺍﻝﻜﺜﻴﺭﺓ ﻭﺍﻝﺼﻌﺒﺔ‪.‬‬
‫ ﺇﺭﻫﺎﻕ ﻨﻔﺴﻴﺎﺕ ﺍﻝﻁﻠﺒﺔ ﺒﺎﻷﻋﻤﺎل ﺍﻹﺠﺒﺎﺭﻴﺔ‪.‬‬
‫ ﺇﻝﺯﺍﻡ ﺍﻝﻁﻠﺒﺔ ﺒﺎﻝﺠﻠﻭﺱ ﺒﺼﻤﺕ ﻁﻭﺍل ﻤﺩﺓ ﺍﻝﺩﺭﺱ‪.‬‬
‫ ﺇﻝﺯﺍﻡ ﺍﻝﻁﻠﺒﺔ ﺍﻝﻘﻴﺎﻡ ﺒﻨﺸﺎﻁﺎﺕ ﻻ ﻴﺭﻏﺒﻭﻥ ﻓﻴﻬﺎ‪.‬‬
 ‫‪ .٢‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪:‬‬
‫ﻁﹸﺒﻘﺕ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﺒﻨﺠﺎﺡ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﻜﺎﻝﺘﻭﺤﺩ ﻭﺍﻝﻌﺼﺎﺏ ﻭﺍﻀﻁﺭﺍﺏ ﺍﻝﺩﺍﻓﻌﻴﺔ‪ .‬ﻭﺒﺸﻜل‬
‫ﻋﺎﻡ ﺘﻌﺎﺭﺽ ﺍﻝﺴﻠﻭﻜﻴﺔ ﺇﻁﻼﻕ ﺘﺴﻤﻴﺎﺕ ﻋﻠﻰ ﺍﻝﻁﻔل ﺒﺄﻨﻪ ﻤﺭﻴﺽ ﺃﻭ ﺸﺎﺫ ﻭﺘﻨﻅﺭ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻼﺘﻜﻴﻔﻲ ﻭﺍﻝﺘﻜﻴﻔﻲ‬
‫ﻋﻠﻰ ﺃﻨﻪ ﻴﺤﺩﺙ ﺒﺴﺒﺏ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ )ﻴﺤﻲ‪ .(٤٣ ،‬ﻭﻓﻲ ﻭﺼﻑ ﺍﻝﻌﺼﺎﺒﻴﺔ ﻴﺭﻯ ﺴﻜﻨﺭ ﻀﺭﻭﺭﺓ ﻨﺴﺒﺘﻪ ﺇﻝﻰ‬
‫ﻤﻔﺎﻫﻴﻡ ﻤﺜل ﺍﻝﻨﻜﻭﺹ ﺃﻭ ﺍﻝﺼﺭﺍﻉ ﺃﻭ ﺍﻝﻜﺒﺕ ﻝﻜﻥ ﺩﻭﺭ ﺍﻝﻤﻌﺎﻝﺞ ﻴﻘﻭﻡ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﻝﺘﺼﺭﻓﺎﺕ ﺍﻝﺸﺎﺫﺓ ﻭﺘﻐﻴﺭﻫﺎ ﺃﻭ‬
‫ﺍﺴﺘﺒﺩﺍﻝﻬﺎ ﺒﺴﻠﻭﻜﻴﺎﺕ ﺃﻜﺜﺭ ﺘﻜﻴﻔﹰﺎ ﻭﻤﻼﺌﻤﺔ ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺔ ﺍﻝﺘﻁﻭﻴﻊ ﺃﻭ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ‪ .‬ﻭﻫﻨﺎﻙ ﻻ ﻨﺤﺘﺎﺝ ﺇﻝﻰ‬
‫ﻤﺭﺍﺠﻌﺔ ﺍﻝﻤﺎﻀﻲ ﺍﻝﻔﺭﺩ ﻭﺘﺎﺭﻴﺨﻪ ﺃﻭ ﺤﺘﻰ ﺘﺸﺠﻴﻌﻪ ﻋﻠﻰ ﺍﺴﺘﻌﺎﺩﺘﻪ ﺃﻭ ﻤﻌﺎﻴﺸﺘﻪ‪ .‬ﻓﺎﻝﻌﻼﺝ ﻻ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻔﻬﻡ‬
‫ﺍﻝﺫﺍﺘﻲ ﺃﻭ ﺍﻻﺴﺘﺒﺼﺎﺭ ﻓﻬﻲ ﻝﻴﺴﺕ ﻀﺭﻭﺭﻴﺔ ﻝﻠﺘﻐﻴﺭ ﺍﻝﺴﻠﻭﻜﻲ ﺍﻝﻤﻁﻠﻭﺏ‪ .‬ﺇﺫﻥ ﺍﻝﻌﻼﺝ ﺍﻝﺴﻠﻭﻜﻲ ﻴﻘﻭﻡ ﻭﺒﻜل ﺒﺴﺎﻁﺔ‬
‫ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺒﻨﺎﺀ ﺃﻭ ﺘﻜﻭﻴﻥ ﺍﻝﺒﻴﺌﺔ ﺒﻁﺭﻴﻘﺔ ﺘﺠﻌل ﻤﻥ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﻤﺭﻓﻭﻀﺔ ﺴﻠﻭﻜﻴﹰﺎ ﻤﻨﺎﺴﺒﺔ ﻭﻤﺭﻏﻭﺒﺔ )ﺒﺭﻜﺎﺕ‪،‬‬
‫‪ .(٢٠٠٧‬ﻭﺘﻌﺘﻤﺩ ﺘﻁﺒﻴﻘﺎﺕ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ ﻋﻠﻰ ﺘﺸﺠﻴﻊ ﺍﻝﻤﺭﻀﻰ‪ ،‬ﻭﺘﻌﺯﻴﺯ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺍﻝﺘﻲ ﺘﺠﺴﺩ ﺍﻝﺘﻌﺎﻤل‬
‫ﺍﻹﻴﺠﺎﺒﻲ ﻤﻊ ﺍﻝﻤﺤﻴﻁ‪ .‬ﻭﺘﻌﺒﺭ ﻋﻥ ﻤﺴﺘﻭﻯ ﻤﻘﺒﻭل ﻤﻥ ﺍﻝﺘﻼﺅﻡ ﻤﻊ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺨﺎﺭﺠﻴﺔ‪ .‬ﻭﻹﻴﻀﺎﺡ ﺘﻘﻨﻴﺎﺕ ﻁﺭﻴﻘﺔ‬
‫ﺴﻜﻨﺭ ﻭﺃﻁﻭﺍﺭ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻋﺎﻤﺔ ﻭﺍﻝﺸﺎﺫ ﻤﻨﻪ ﺨﺎﺼﺔ ﻨﺨﺘﺼﺭ ﺍﻝﻭﺍﻗﻌﺔ ﺍﻝﺘﺎﻝﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﻘﺘﺒﺴﻬﺎ ﺍﻷﺩﺒﻴﺎﺕ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻴﺔ‪ .‬ﻭﻴﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﺄﺤﺩ ﻨﺯﻻﺀ ﻤﺴﺘﺸﻔﻰ ﻤﺎﺴﺎﺸﻭﺴﺘﺱ ﻝﻸﻤﺭﺍﺽ ﺍﻝﻌﻘﻠﻴﺔ‪ .‬ﻓﻘﺩ‬
‫ﺘﺩﻫﻭﺭﺕ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺼﺤﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻤﺭﻴﺽ ﺇﻝﻰ ﺩﺭﺠﺔ ﺃﺼﺒﺢ ﺴﻠﻭﻜﻪ ﻤﻌﻬﺎ ﻗﺭﻴﺒﹰﺎ ﻤﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺒﻬﻴﻤﻲ‪ .‬ﻭﺃﻤﺎﻡ ﻫﺫﺍ‬
‫ﺍﻝﻭﻀﻊ ﻭﺠﺩ ﺍﻝﻤﺸﺭﻓﻭﻥ ﻓﻲ ﺍﻝﻤﺴﺘﺸﻔﻰ ﺼﻌﻭﺒﺔ ﺒﺎﻝﻐﺔ ﻓﻲ ﻨﻘﻠﻪ ﻤﻥ ﻏﺭﻓﺘﻪ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻁﺎﺒﻕ ﺍﻷﻭل ﺇﻝﻰ‬
‫ﻏﺭﻓﺔ ﺍﻝﻔﺤﻭﺹ ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻁﺎﺒﻕ ﺍﻷﺭﻀﻲ‪ .‬ﻭﺍﻗﺘﻀﻰ ﺍﻝﺤﺎل ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﻁﺎﻝﺏ ﺠﺎﻤﻌﻲ ﻤﺩﺭﺏ‬
‫ﻋﻠﻰ ﺘﺸﻜﻴل ﺍﻝﺴﻠﻭﻙ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ‪ .‬ﻭﻜﺎﻥ ﺃﻭل ﻤﺎ ﻓﻌﻠﻪ ﺍﻝﻁﺎﻝﺏ ﺃﻥ ﻓﺘﺢ ﻏﺭﻓﺔ ﺍﻝﻤﺭﻴﺽ ﻭﻭﻗﻑ‬
‫ﺒﺒﺎﺒﻬﺎ ﺇﻝﻰ ﺃﻥ ﻝﻔﺕ ﻭﺠﻭﺩﻩ ﺍﻨﺘﺒﺎﻩ ﺍﻝﻤﺭﻴﺽ ﺍﻝﻘﺎﺒﻊ ﻓﻲ ﺃﺤﺩ ﺃﺭﻜﺎﻥ ﺍﻝﻐﺭﻓﺔ‪ .‬ﻭﻋﻨﺩﺌﺫ ﻤﻨﺢ ﺍﻝﻁﺎﻝﺏ ﺍﻝﻤﺭﻴﺽ ﻗﻁﻌﺔ‬
‫ﻤﻥ ﺍﻝﺤﻠﻭﻯ ﺍﻝﻤﻔﻀﻠﺔ ﻝﺩﻴﻪ‪ .‬ﻭﻗﺩ ﺃﻋﺎﺩ ﺍﻝﻁﺎﻝﺏ ﻫﺫﻩ ﺍﻝﺨﻁﻭﺓ ﻋﺩﺓ ﻤﺭﺍﺕ‪ .‬ﻭﻓﻲ ﻜل ﻤﺭﺓ ﻜﺎﻥ ﻴﺴﺘﺠﻴﺏ ﺍﻝﻤﺭﻴﺽ‬
‫ﻓﻴﻬﺎ ﻝﻭﺠﻭﺩﻩ ﺒﺒﺎﺏ ﺍﻝﻐﺭﻓﺔ ﺒﺎﻻﻝﺘﻔﺎﺕ ﻨﺤﻭﻩ ﻜﺎﻥ ﻴﻤﻨﺤﻪ ﻨﻔﺱ ﺍﻝﻤﻜﺎﻓﺄﺓ‪ .‬ﻭﺒﻌﺩ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺘﻜﻭﻥ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﺭﻴﺽ‬
‫ﻭﺜﺒﺎﺘﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻗﻑ ﺘﻭﻗﻑ ﺍﻝﻁﺎﻝﺏ ﻋﻥ ﺘﻌﺯﻴﺯﻫﺎ‪ .‬ﻭﻤﺎ ﺇﻥ ﺘﻜﺭﺭ ﻭﺠﻭﺩﻩ ﺒﺎﻝﺒﺎﺏ ﻋﺩﺓ ﻤﺭﺍﺕ ﺒﻌﺩ ﺘﻭﻗﻑ‬
‫ﺍﻝﺘﻌﺯﻴﺯ ﻭﻗﻑ ﺍﻝﻤﺭﻴﺽ ﻋﻠﻰ ﻗﺩﻤﻴﻪ‪ .‬ﻭﻓﻲ ﺘﻠﻙ ﺍﻝﻠﺤﻅﺔ ﻗﺩﻡ ﻝﻪ ﺍﻝﻁﺎﻝﺏ ﻗﻁﻌﺔ ﺍﻝﺤﻠﻭﻯ‪ .‬ﻭﺒﻌﺩ ﺘﻜﺭﺍﺭ ﺍﺴﺘﺠﺎﺒﺔ‬
‫ﺍﻝﻤﺭﻴﺽ ﻭﺘﻘﺩﻴﻡ ﺍﻝﻤﻜﺎﻓﺄﺓ ﻝﻪ ﻭﺘﺄﻜﺩ ﺍﻝﻁﺎﻝﺏ ﻤﻥ ﺘﺸﻜﻠﻬﺎ ﺃﻤﺴﻙ ﻋﻥ ﺘﻌﺯﻴﺯﻫﺎ ﻝﻴﻨﺘﻘل ﺇﻝﻰ ﺍﻝﺨﻁﻭﺓ ﺍﻝﺜﺎﻝﺜﺔ‪ ،‬ﻭﻫﻲ‬
‫ﻤﻜﺎﻓﺄﺓ ﺍﻝﻤﺭﻴﺽ ﻋﻠﻰ ﺤﺭﻜﺘﻪ ﺒﺎﺘﺠﺎﻩ ﺍﻝﺒﺎﺏ‪ .‬ﻭﻫﻜﺫﺍ ﺍﺴﺘﻤﺭ ﻋﻤل ﺍﻝﻁﺎﻝﺏ ﻤﻊ ﺍﻝﻤﺭﻴﺽ ﻋﺩﺓ ﺃﻴﺎﻡ‪ ،‬ﺘﻤﻜﻥ ﺨﻼﻝﻬﺎ‬
‫ﻤﻥ ﺇﻜﺴﺎﺒﻪ ﺴﻠﻭﻜﹰﺎ ﻤﻨﺘﻅﻤﹰﺎ ﻭﺇﻴﺼﺎﻝﻪ ﺇﻝﻰ ﻏﺭﻓﺔ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ )ﻋﺎﻤﻭﺩ‪.(٣٤٣ ،‬‬
‫ﺘﺤﺘل ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻤﻜﺎﻥ ﺍﻝﺼﺩﺍﺭﺓ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻴﺔ؛ ﻷﻨﻬﺎ ﺍﻷﺴﺎﺱ ﻓﻲ ﻓﻬﻡ ﺴﻠﻭﻙ ﺍﻝﻜﺎﺌﻨﺎﺕ‬
‫ﺍﻝﺤﻴﺔ‪ ،‬ﻭﺃﻨﻤﺎﻁ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﺘﺨﻀﻊ ﻝﻠﺘﻔﺴﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺫﻫﺏ ﺇﻝﻴﻬﺎ ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ‪ ،‬ﻭﻫﻭ ﺍﻝﺴﺒﺏ ﺍﻝﺫﻱ ﺠﻌل‬
‫ﻤﻥ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻷﺴﺎﺱ ﺍﻝﺫﻱ ﺘﻘﻭﻡ ﻋﻠﻴﻪ ﺍﻝﻤﺫﺍﻫﺏ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻴﺔ‪ .‬ﺇﻻ ﺃﻨﻬﺎ ﻻ ﺘﺼﻠﺢ ﻝﺘﻔﺴﻴﺭ ﺃﻭ‬
‫ﻋﻼﺝ ﻜل ﺃﻨﻭﺍﻉ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ ،‬ﻜﻤﺎ ﻻ ﺘﺼﻠﺢ ﻝﺘﺸﻜل ﺇﻁﺎﺭﺍ ﻋﺎﻤﹰﺎ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻝﻪ ﺘﻔﺴﻴﺭ ﺘﻜﻭﻥ‬
‫ﺸﺨﺼﻴﺔ ﺍﻝﻔﺭﺩ ﻜﻜل‪ ،‬ﺇﺫ ﺃﻨﻬﺎ ﺘﻬﻤل ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺫﺍﺘﻴﺔ ﻓﻲ ﺍﻝﺴﻠﻭﻙ‪ .‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺇﺴﻬﺎﻡ ﻨﻅﺭﻴﺔ ﺴﻜﻨﺭ ﻓﻲ‬
‫ﺘﻌﺯﻴﺯ ﺍﻝﺠﺎﻨﺏ ﺍﻹﺭﺍﺩﻱ ﻭﺍﻝﻤﺴﺎﻫﻤﺔ ﺍﻝﺫﺍﺘﻴﺔ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻝﻠﻔﺭﺩ ﻓﻲ ﺘﺸﻜﻴل ﺍﻝﺴﻠﻭﻙ ﺇﻻ ﺃﻥ ﻫﺫﺍ ﻴﻅل ﻤﺤﺩﻭﺩﹰﺍ‪ .‬ﻜﻤﺎ ﺃﻥ‬
‫ﻤﻥ ﺍﻜﺒﺭ ﻋﻴﻭﺏ ﻨﻅﺭﻴﺔ ﺴﻜﻨﺭ ﺃﻥ ﻤﻌﻅﻡ ﺩﻻﺌﻠﻬﺎ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻷﺼﻠﻴﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻝﺒﺤﻭﺙ ﻋﻠﻰ ﺍﻝﺤﻴﻭﺍﻥ‬
‫ﺃﻜﺜﺭ ﻤﻨﻬﺎ ﻋﻠﻰ ﺍﻹﻨﺴﺎﻥ‪ .‬ﺤﻴﺙ ﺃﻥ ﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻥ ﻴﺨﺘﻠﻑ ﻋﻥ ﺴﻠﻭﻙ ﺍﻝﺤﻴﻭﺍﻥ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻜﻤﻴﺔ‪ ،‬ﺇﺫ ﺃﻥ ﺫﻜﺎﺀ‬
‫ﺍﻹﻨﺴﺎﻥ ﺃﻋﻠﻰ ﻤﻥ ﺫﻜﺎﺀ ﺍﻝﺤﻴﻭﺍﻥ‪ ،‬ﻭﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻜﻴﻔﻴﺔ ﺤﻴﺙ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻌﻘﻠﻴﺔ ﻋﻨﺩ ﺍﻹﻨﺴﺎﻥ ﻤﻥ ﺘﺫﻜﺭ‬
‫ﻭﻓﻬﻡ ﻭﺘﺤﻠﻴل ﻭﺘﺭﻜﻴﺏ ﻭﺤل ﻤﺸﻜﻼﺕ ﺃﻋﻠﻰ ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻌﻘﻠﻴﺔ ﻋﻨﺩ ﺍﻝﺤﻴﻭﺍﻥ‪ .‬ﻭﻗﺩ ﺤﺎﻭل ﺴﻜﻨﺭ‬
‫ﺍﻝﺨﺭﻭﺝ ﻤﻥ ﻫﺫﺍ ﺍﻝﻤﺄﺯﻕ ﺒﺤﻴﺙ ﻴﺭﻯ ﺃﻥ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻹﻨﺴﺎﻥ ﻝﻠﻤﺜﻴﺭ ﻝﻴﺴﺕ ﺤﺘﻤﻴﺔ ﻭﺒﺄﻥ ﺍﻹﻨﺴﺎﻥ ﻗﺩ ﻴﺴﺘﺠﻴﺏ‬
‫ﻝﺒﻌﺽ ﺍﻝﻤﺜﻴﺭﺍﺕ ﻭﻗﺩ ﻻ ﻴﺴﺘﺠﻴﺏ ﺇﺫﺍ ﺃﺭﺍﺩ ﺫﻝﻙ )ﺍﻝﺨﺎﻝﺩﻱ‪.(٢٠٠١ ،‬‬
‫ﻜﻤﺎ ﺠﺎﺀ ﻓﻲ ﻨﻘﺩ ﺁﺭﺍﺀﻩ ﻓﻴﻤﺎ ﻴﺨﺘﺹ ﺒﺘﻌﻠﻡ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻠﻔﻅﻲ ﻤﺎ ﺠﺎﺀ ﺒﻪ ﺘﺸﻭﻤﺴﻜﻲ ‪ ،Chomsky‬ﻭﻫﻭ‬
‫ﻴﺘﻠﺨﺹ ﻓﻲ ﺍﻋﺘﻤﺎﺩ ﻨﻅﺭﻴ‪‬ﺔ ﺍﻝﺘﻌﻠﻡ ﻝﺩﻯ ﺴﻜﻨﺭ ﻋﻠﻰ ﺃﻥ ﺍﻜﺘﺴﺎﺏ ﺍﻝﻠﻐﺔ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻤﻼﺤﻅﺔ ﺍﻝﺼﻐﺎﺭ ﻝﻜﻼﻡ ﺍﻝﻜﺒﺎﺭ‬
‫ﻭﺘﻘﻠﻴﺩﻫﻡ ﻝﻪ‪ ،‬ﻭﺍﻝﻨﱠﻘﺩ ﺍﻝﻤﻭﺠﻪ ﻝﺫﻝﻙ ﻫﻭ ﺃﻨﱠﻨﺎ ﻻ ﻨﺴﺘﻁﻴﻊ ﺃﻥ ﻨﻌﻠل ﺍﻝﻌﺩﺩ ﺍﻝﻜﺒﻴﺭ ﻤﻥ ﺍﻝﺠﻤل ﺍﻝﺠﺩﻴﺩﺓ ﺘﻤﺎﻤ‪‬ﺎ ﺍﻝﺘﻲ ﻴﺄﺘﻲ‬
‫ﻼ ﻝﻡ ﻴﺴﻤﻌﻭﻫﺎ ﻤﻥ ﺍﻝﻜﺒﺎﺭ‪ .‬ﻜﻤﺎ‬
‫ﺒﻬﺎ ﺍﻷﻁﻔﺎل‪ ،‬ﻤﻤﺎ ﻻ ﺸﺒﻴﻪ ﻝﻪ ﻓﻴﻤﺎ ﻴﻘﻭﻝﻪ ﺍﻝﻜﺒﺎﺭ‪ ،‬ﺃﻱ ﺇﻥ ﺍﻝﺼﻐﺎﺭ ﻴﻠﻔﻅﻭﻥ ﺠﻤ ﹰ‬
‫ﻨﻘﺩﻫﻤﺎ ﻷﺜﺭ ﺍﻝﺘﺩﻋﻴﻡ ﺍﻝﺫﻱ ﺘﺘﺒﻨﺎﻩ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ‪ ،‬ﺇﺫ ﺇﻥ ﺍﻵﺒﺎﺀ‬ ‫ﻭﺠﻪ ﻜﻼﺭﻙ ﻭﻜﻼﺭﻙ ‪Clark and Clark‬‬
‫ﻥ ﺍﻵﺒﺎﺀ ﻻ‬
‫ﻗﻠﻤﺎ ﻴﻭﺠﻬﻭﻥ ﺍﻫﺘﻤﺎﻤ‪‬ﺎ ﻝﻤﺎ ﻴﻘﻊ ﻓﻴﻪ ﺃﻁﻔﺎﻝﻬﻡ ﻤﻥ ﺃﺨﻁﺎﺀ ﻓﻲ ﻗﻭﺍﻋﺩ ﺍﻝﺘﺭﻜﻴﺒﺎﺕ ﺍﻝﻠﻐﻭﻴ‪‬ﺔ‪ ،‬ﻭﻤﻌﻨﻰ ﺫﻝﻙ ﺃ ‪‬‬
‫ﻴﻘﺩﻤﻭﻥ ﻷﻁﻔﺎﻝﻬﻡ ﺍﻝﺤﺩ ﺍﻷﺩﻨﻰ ﻤﻥ ﺍﻝﺘﱠﺩﻋﻴﻡ ﺍﻝﺫﻱ ﺘﻔﺘﺭﺽ ﻨﻅﺭﻴ‪‬ﺔ ﺍﻝﺘﱠﺩﻋﻴﻡ ﻀﺭﻭﺭﺓ ﻭﺠﻭﺩﻩ ﻓﻲ ﺃﻱ ﻋﻤﻠﻴﺔ ﺘﻌﻠﻡ‬
‫)ﺴﻤﺎﺭﺓ ﻭﺁﺨﺭﻭﻥ‪ .(٢٠٠٨ ،‬ﻭﻤﻊ ﺃﻥ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻗﺩﻴﻤﻬﺎ ﻭﺤﺩﻴﺜﻬﺎ ﺘﻌﻠﻕ ﺃﻫﻤﻴﺔ ﻜﺒﺭﻯ ﻋﻠﻰ ﺍﻝﻤﺤﻴﻁ ﻓﻲ ﺘﺸﻜل‬
‫ﺍﻝﺴﻠﻭﻙ‪ ،‬ﺇﻻ ﺃﻥ ﻨﻅﺭﺓ ﻤﻤﺜﻠﻴﻬﺎ )ﻭﻤﻥ ﺒﻴﻨﻬﻡ ﺴﻜﻨﺭ( ﺇﻝﻰ ﺍﻝﻤﺤﻴﻁ ﻝﻡ ﺘﺘﻌﺩ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﺎﺩﻱ ﺍﻝﺒﺤﺕ‪ ،‬ﻭﺃﺴﻘﻁﺕ ﻜل ﻤﺎ‬
‫ﻫﻭ ﺍﺠﺘﻤﺎﻋﻲ ﻤﻥ ﺍﻋﺘﺒﺎﺭﻫﺎ‪ .‬ﻭﻫﺫﺍ ﻤﺎ ﺠﻌل ﺴﻜﻨﺭ ﻻ ﻴﺭﻯ ﻓﻲ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻜﻼﻤﻲ ﺇﻻ ﺍﻝﺠﺎﻨﺏ ﺍﻝﺸﻜﻠﻲ ﻭﺍﻝﺼﻭﺘﻲ‬
‫ﻓﻘﻁ‪ .‬ﻓﺎﻝﻁﻔل ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻋﻨﺩﻩ‪ ،‬ﻴﺘﻌﻠﻡ ﻫﺫﺍ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻤﺜﻠﻤﺎ ﺘﺘﻌﻠﻡ ﺍﻝﺤﻤﺎﻤﺔ ﺍﻝﺠﺎﺌﻌﺔ ﺍﻝﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺍﻝﺤﺭﻜﺎﺕ‬
‫ﻭﺍﻷﻀﻭﺍﺀ ﻭﺍﻷﺼﻭﺍﺕ ﻭﺍﻝﻘﻴﺎﻡ ﺒﺎﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺼﻠﻬﺎ ﺇﻝﻰ ﺍﻝﻁﻌﺎﻡ‪.‬‬
‫ﺇﻥ ﻨﺸﺎﻁ ﺍﻝﻜﻼﻡ‪ ،‬ﺃﻭ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻠﻔﻅﻲ ﻫﻭ ﻅﺎﻫﺭﺓ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺫﺍﺕ ﺒﻌﺩ ﺘﺎﺭﻴﺨﻲ ﺘﺘﺩﺨل ﻓﻲ ﺠﻤﻴﻊ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻨﺸﺎﻁ‬
‫ﺍﻝﻨﻔﺴﻲ ﺍﻹﻨﺴﺎﻨﻲ ﻭﺃﺸﻜﺎﻝﻪ‪ .‬ﻭﺯﻴﺎﺩﺓ ﻋﻠﻰ ﺍﻝﻤﺒﻨﻰ ﻓﺈﻥ ﻝﻠﻜﻼﻡ ﻤﻌﻨﻰ ﻴﻐﺘﻨﻲ ﻭﻴﺘﻁﻭﺭ ﻜﻤﺎ ﺘﻐﺘﻨﻲ ﻭﺘﺘﻁﻭﺭ ﻜﺎﻓﺔ‬
‫ﺃﺸﻜﺎل ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻤﻊ ﺍﺭﺘﻘﺎﺀ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺜﻘﺎﻓﻲ ﻝﻠﻤﺠﺘﻤﻊ ﻭﺘﻁﻭﺭﻩ ﻋﺒﺭ ﺍﻷﺠﻴﺎل )ﻋﺎﻤﻭﺩ‪.(٣٣٤ ،‬‬

‫ﻴﻌﺩ ﺴﻜﻨﺭ ﺒﺤﻕ ﺍﻷﺏ ﺍﻝﻔﻌﻠﻲ ﻝﻌﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺴﻠﻭﻜﻲ‪ ،‬ﻓﻌﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﺘﻲ ﻭﻀﻌﻬﺎ ﺒﺎﻓﻠﻭﻑ ﻭﺜﻭﺭﻨﺩﺍﻴﻙ‬
‫ﻭﻭﺍﻁﺴﻭﻥ ﻭﺁﺨﺭﻭﻥ‪ ،‬ﺇﻻ ﺃﻨﻪ ﻝﻡ ﻴﻨﺠﻡ ﻋﻨﻬﺎ ﺘﻐﻴﺭﺍﺕ ﻫﺎﻤﺔ ﻓﻲ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﻌﻼﺝ ﻭﺍﻝﺒﺤﺙ ﻭﺍﻝﻘﻴﺎﺱ‬
‫ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ ﻤﻴﺩﺍﻥ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﻓﺎﻷﻤﻭﺭ ﺒﺩﺃﺕ ﺘﺘﻐﻴﺭ ﺠﺫﺭﻴﹰﺎ ﺘﺒﻌﹰﺎ ﻻﻜﺘﺸﺎﻓﺎﺕ ﺴﻜﻨﺭ ﻭﺁﺭﺍﺌﻪ‪ .‬ﺇﻥ ﺴﻜﻨﺭ ﻝﻡ ﻴﻨﻁﻠﻕ‬
‫ﻤﻥ ﺃﻴﺔ ﺍﻓﺘﺭﺍﻀﺎﺕ ﻤﺴﺒﻘﺔ ﺤﻭل ﻤﺤﺩﺩﺍﺕ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻭﻝﻜﻨﻪ ﺘﺭﻙ ﺍﻝﻘﻭل ﺍﻝﻔﺼل ﻓﻲ ﺫﻝﻙ ﻝﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺃﺒﺭﺯ ﻤﺎ ﻗﺎﻡ ﺒﻪ ﺴﻜﻨﺭ ﻓﻲ ﺍﻝﺘﺎﻝﻲ )ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﺩﺍﺩﻱ‪:(١٠٤ ،‬‬
‫ﺇﻥ ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻁ ﺍﻹﺠﺭﺍﺌﻲ ﺍﻝﺫﻱ ﻭﺼﻔﻪ ﺴﻜﻨﺭ ﻝﻡ ﻴﻭﺠﺩ ﻓﻲ ﺃﻱ ﻤﺅﻝﻔﺎﺕ ﺴﺎﺒﻘﺔ‪ .‬ﻜﻤﺎ ﺘﺘﻤﻴﺯ‬
‫ﻨﻅﺭﻴﺘﻪ ﺒﺄﻥ ﺍﻝﺘﻌﺯﻴﺯ ﺍﻹﺠﺭﺍﺌﻲ ﻴﺘﻭﻗﻑ ﻋﻠﻰ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻭﻝﻴﺱ ﺍﻝﻤﺜﻴﺭ‪.‬‬
‫ﺍﺘﺒﻊ ﺴﻜﻨﺭ ﻤﻨﻬﺠﹰﺎ ﻋﻠﻤﻴﹰﺎ ﺩﻗﻴﻘﺎﹰ‪ ،‬ﻭﻫﻭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ‪ ،‬ﻓﻔﻲ ﺩﺭﺍﺴﺘﻪ ﻝﻠﺴﻠﻭﻙ ﻝﻡ ﻴﻀﻊ ﻓﺭﻭﻀﺎ ﺃﻭ‬
‫ﻤﺴﻠﻤﺎﺕ )ﻤﺜل ﻜﻼﺭﻙ ﻫل(‪ ،‬ﻭﻝﻡ ﻴﺴﺘﻌﻤل ﺃﻴﻀﺎ ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻝﻤﻔﺎﻫﻴﻡ ﺃﻭ ﺍﻝﺘﻜﻭﻴﻨﺎﺕ ﺍﻝﻔﺭﻀﻴﺔ )ﻤﺜل‬
‫ﺘﻭﻝﻤﺎﻥ(‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻝﻡ ﻴﺴﺘﺨﺩﻡ ﺃﺴﺱ ﻋﺼﺒﻴﺔ ﻓﺴﻴﻭﻝﻭﺠﻴﺔ‪ .‬ﻭﺇﻨﻤﺎ ﺍﺴﺘﺨﺩﻡ ﺍﻝﻭﺼﻑ ﺍﻝﺩﻗﻴﻕ ﻝﻠﻭﻗﺎﺌﻊ‬
‫ﻭﺍﻷﺤﺩﺍﺙ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭ ﻨﻅﺭﻴﺔ ﺴﻜﻨﺭ ﻤﺤﺎﻭﻝﺔ ﻝﺘﻼﻓﻲ ﺍﻝﺜﻐﺭﺍﺕ ﺒﻴﻥ ﺜﻭﺭﻨﺩﺍﻴﻙ ﻭﺒﺎﻓﻭﻑ‪ ،‬ﻭﻫﻲ ﻤﺤﺎﻭﻝﺔ ﺇﻴﺠﺎﺩ‬
‫ﻨﻅﺭﻴﺔ ﺠﺩﻴﺩﺓ ﺘﺭﺒﻁ ﺒﻴﻨﻬﻤﺎ ﻭﺘﻀﻴﻑ ﺇﻝﻴﻬﻤﺎ ﻤﻔﺎﻫﻴﻡ ﺠﺩﻴﺩﺓ‪.‬‬
‫ﺤﺭﺹ ﺴﻜﻨﺭ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺭﺴﺎﻝﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻭﻤﺴﺎﻫﻤﺘﻪ ﻓﻲ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﻷﻨﻪ ﻜﺎﻥ ﻴﺅﻤﻥ ﺒﺄﻥ‬
‫ﻤﺴﺘﻘﺒل ﺍﻹﻨﺴﺎﻥ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﺤﻘﻕ ﺇﺫﺍ ﺃُﺤﺴﻥ ﺘﻌﻠﻴﻡ ﺍﻹﻨﺴﺎﻥ ﻭﺘﻁﺒﻴﻕ ﻤﺒﺎﺩﺉ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺠﻴﺩﺓ‬
‫ﻋﻠﻴﻪ‪.‬‬
‫ﺇﻥ ﺍﻝﺸﺭﻁﻴﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ ﺘﺒﺩﻭ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﺎﻜﺘﺴﺎﺏ ﺍﻝﻤﻬﺎﺭﺓ ﻓﻲ ﺍﻝﻜﺘﺎﺒﺔ‪ ،‬ﻭﺘﻌﻠﻡ‬
‫ﻗﻴﺎﺩﺓ ﺍﻝﺴﻴﺎﺭﺓ‪ ،‬ﺃﻭ ﺘﺸﻐﻴل ﺍﻝﺤﺎﺴﺏ‪ ،‬ﻜﻠﻬﺎ ﺩﻻﻻﺕ ﻋﻠﻰ ﻨﻤﻭ ﺍﻝﺸﺭﻁﻴﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ‪.‬‬
‫ﻗﺩ ﺴﻜﻨﺭ ﻤﻔﻬﻭﻤﹰﺎ ﺠﺩﻴﺩﹰﺍ ﻝﻭﺼﻑ ﺍﻝﺘﻌﺩﻴل ﺍﻝﺘﺩﺭﻴﺠﻲ ﻓﻲ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﺘﻡ ﺃﺜﻨﺎﺀ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺸﺭﻁﻲ‬
‫ﺍﻹﺠﺭﺍﺌﻲ‪ ،‬ﻭﻫﻭ ﺘﺸﻜﻴل ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﻴﺘﻐﻴﺭ ﻤﻥ ﻜﺘﻠﺔ ﻏﻴﺭ ﻤﻨﻅﻤﺔ ﻤﻥ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺇﻝﻰ ﻨﺴﻕ ﺍﺴﺘﺠﺎﺒﻲ ﻤﻨﻅﻡ ﻤﻥ ﺤﻴﺙ ﺍﻝﺸﻜل‪.‬‬

‫ﻜﻤﺎ ﺃﻥ ﺍﻝﻤﺘﺘﺒﻊ ﻷﻋﻤﺎل ﺴﻜﻨﺭ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﻤﻴﺯ ﻤﺤﺎﻭﻻﺘﻪ ﻹﺒﺭﺍﺯ ﻓﻌﺎﻝﻴﺔ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺤﺭﻜﻴﺔ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺘﻜﻴﻑ‬
‫ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻤﻊ ﻤﺤﻴﻁﻪ‪ ،‬ﻭﺍﻝﻨﻅﺭ ﺇﻝﻰ ﻭﻅﻴﻔﺔ ﺍﻝﻤﺜﻴﺭ ﻜﺸﺭﻁ ﺘﺘﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺒﺴﺒﺒﻪ ﻭﻝـﻴﺱ ﻭﺴـﻴﻁﹰﺎ ﻴﺴـﺘﺠﺭ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﺤﺭﻜﻴﺔ‪ .‬ﻓﻬﻭ ﻴﺭﻓﺽ ﺼﻴﻐﺔ )ﻤﻨﺒﻪ‪ -‬ﺍﺴﺘﺠﺎﺒﺔ( ﻭﻴﺘﻬﻤﻬﺎ ﺒﺎﻝﻌﺠﺯ ﻋﻥ ﻀﺒﻁ ﺍﻝﺴﻠﻭﻙ ﺒﺴﺒﺏ ﺇﻏﻔﺎﻝﻬـﺎ‬
‫ﺃﺜﺭ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻓﻲ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻼﺤﻕ‪ .‬ﻭﻴﻘﺘﺭﺡ ﺼﻴﻐﺔ ﺃﺨﺭﻯ ﺫﺍﺕ ﺜﻼﺜﺔ ﺤﺩﻭﺩ‪ .١ :‬ﺍﻝﻭﺍﻗﻌﺔ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﺍﻻﺴﺘﺠﺎﺒﺔ‬
‫ﺒﺴﺒﺒﻬﺎ )ﺍﻝﻤﺜﻴﺭ(‪.٢ ،‬ﺍﻻﺴﺘﺠﺎﺒﺔ‪ .٣ ،‬ﺍﻝﺘﻌﺯﻴﺯ‪ .‬ﻭﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﺩﻭﺭ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ‪ FEED BACK‬ﻓﻲ ﺘﻁﻭﺭ‬
‫ﺍﻝﺴﻠﻭﻙ‪ .‬ﻜﻤﺎ ﺃﻨﻬﺎ ﺘﻤﺜل ﺇﻀﺎﻓﺔ ﺠﺩﻴﺩﺓ ﺇﻝﻰ ﻤﺎ ﺠﺎﺀ ﺒﻪ ﺍﻝﺴﻠﻭﻜﻴﻭﻥ‪ .‬ﺤﻴﺙ ﺘﻔﺴﺭ ﺘﻘﺩﻡ ﺍﻝﺴـﻠﻭﻙ ﻤـﻥ ﻤﻨﻁﻠـﻕ‬
‫ﺍﻝﻔﻌﺎﻝﻴﺔ ﺍﻝﺘﻲ ﻴﺘﺴﻡ ﺒﻬﺎ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻓﻲ ﻋﻼﻗﺘﻪ ﻤﻊ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺨﺎﺭﺠﻲ‪.‬‬
‫ﺴﻜﻨﺭ ﻫﻭ ﻋﺎﻝﻡ ﻨﻔﺱ ﺃﻤﺭﻴﻜﻲ ﻋﺭﻴﻕ‪ ،‬ﻭﻫﻭ ﻭﺭﻴﺙ ﻭﺍﻁﺴﻭﻥ ﻋﻠﻰ ﻋﺭﺵ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ ،‬ﻭﺍﻝﺘـﻲ ﻓﻘـﺩﺕ‬
‫ﺯﺨﻤﹰﺎ ﻜﺒﻴﺭﺍ ﺒﻭﻓﺎﺘﻪ ﻤﻨﺫ ‪ ١٠‬ﺴﻨﻭﺍﺕ ﻤﻀﺕ‪.‬‬
 ‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻭﺭﻗﻴﺔ‪:‬‬

‫ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﻋﺒﺩ ﺍﷲ‪ .‬ﺭﺩﺍﺩﻱ‪ ،‬ﺯﻴﻥ‪ .(٢٠٠٥) .‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﺍﻝﻤﺩﻴﻨﺔ ﺍﻝﻤﻨﻭﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﺃﺒﻭ‬
‫ﻋﻅﻤﺔ‪.‬‬
‫ﺃﺒﻭ ﺠﺎﺩﻭ‪ ،‬ﺼﺎﻝﺢ ﻤﺤﻤﺩ‪ .(٢٠٠٨) .‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ )ﻁ‪ .(٦‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻝﻤﺴﻴﺭﺓ‪.‬‬
‫ﺍﻝﺨﻁﻴﺏ‪ ،‬ﺠﻤﺎل‪ .(٢٠٠٣) .‬ﺘﻌﺩﻴل ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ‪ .‬ﺍﻝﻜﻭﻴﺕ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻝﻔﻼﺡ‪.‬‬
‫ﺭﺒﻴﻊ‪ ،‬ﻤﺤﻤﺩ ﺸﺤﺎﺘﻪ‪ .(٢٠١٠) .‬ﺃﺼﻭل ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ .‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻝﻤﺴﻴﺭﺓ‪.‬‬
‫ﺯﻴﺘﻭﻥ‪ ،‬ﻜﻤﺎل ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ‪ .(٢٠٠٣) .‬ﺍﻝﺘﺩﺭﻴﺱ ﻝﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ‪ .‬ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪.‬‬
‫ﻋﺎﻤﻭﺩ‪ ،‬ﺒﺩﺭ ﺍﻝﺩﻴﻥ‪ .(٢٠٠١) .‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻓﻲ ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ‪ :‬ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ .‬ﺩﻤﺸﻕ‪ :‬ﺍﺘﺤﺎﺩ‬
‫ﺍﻝﻜﺘﺎﺏ ﺍﻝﻌﺭﺏ‪.‬‬
‫ﻗﻁﺎﻤﻲ‪ ،‬ﻴﻭﺴﻑ‪ .‬ﻋﺩﺱ‪ ،‬ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ‪ .(٢٠٠٥) .‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻌﺎﻡ )ﻁ‪ .(٢‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ‪.‬‬
‫ﻴﺤﻲ‪ ،‬ﺨﻭﻝﻪ ﺃﺤﻤﺩ‪ .(٢٠٠٧) .‬ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻝﻴﺔ )ﻁ‪ .(٣‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ‪.‬‬

‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻻﻝﻜﺘﺭﻭﻨﻴﺔ‪:‬‬
‫ﺍﻝﺨﺎﻝﺩﻱ‪ ،‬ﺨﻀﺭ ﺫﻴﺏ‪ .(٢٠٠٩) .‬ﺘﻘﻴﻴﻡ ﻨﻅﺭﻴﺔ ﺴﻜﻨﺭ‪ .‬ﻤﻜﺘﻭﺏ‪.‬‬
‫‪hp://khmubarakedu.maktoobblog.com/1617766/%D9%86%D8%B8%D8%B1%D9%8A%D8%A7%D‬‬
‫‪8%AA-%D8%A7%D9%84%D8%AA%D8%B9%D9%84%D9%85-%D8%B3%D9%83%D9%86%D8%B1/‬‬
‫ﺍﻝﻤﻌﺭﻓﺔ‪ .‬ﺏ‪ .‬ﻑ‪ .‬ﺴﻜﻨﺭ‪.‬‬
‫‪hp://www.marefa.org/index.php/%D8%A8._%D9%81._%D8%B3%D9%83%D9%86%D8%B1‬‬
‫ﺒﺭﻜﺎﺕ‪ ،‬ﺃ‪ .‬ﻋﻠﻲ ﺭﺍﺠﺢ‪ .(٢٠٠٨) .‬ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ .‬ﺃﻁﻔﺎل ﺍﻝﺨﻠﻴﺞ‪.‬‬
‫‪http://www.gulfkids.com/ar/index.php?ac4on=show_res&r_id=68&topic_id=1306‬‬
‫ﺴﻤﺎﺭﺓ‪ ،‬ﻋﺯﻴﺯ‪ .‬ﻭﺁﺨﺭﻭﻥ‪ .(٢٠٠٨) .‬ﺍﻝﻨﻤﻭ ﺍﻝﻠﻐﻭﻱ ﻋﻨﺩ ﺍﻝﻁﻔل‪ .‬ﺸﺒﻜﺔ ﺍﻷﻝﻭﻜﺔ‪.‬‬
‫‪hp://www.alukah.net/Social/0/2336/‬‬
‫‪Boeree, C. George. (2006). Personality Theories: B. F. SKINNER. George‬‬
‫‪Boeree's homepage.‬‬
‫‪http://webspace.ship.edu/cgboer/skinner.html‬‬
‫‪Wikipedia. B. F. Skinner.‬‬
‫‪http://en.wikipedia.org/wiki/B._F._Skinner‬‬
‫‪Wikipedia . Radical behaviorism.‬‬
‫‪http://en.wikipedia.org/wiki/Radical_behaviorism#The_basics:_operant_psychology‬‬
‫‪wilderdom. (2003). Operant Conditioning & Personality.‬‬
‫‪hp://wilderdom.com/personality/L9-2OperantCondi4oning.html‬‬
‫‪NNDP. (2010). B. F. Skinner.‬‬
‫‪hp://www.nndb.com/people/297/000022231/‬‬