My scholarly interests and expertise pertain to the philosophy of behavior science and its implications for the interpretation of complex human behavior under real world circumstances. I prefer to work with students who share these interests and strive for excellence in this domain.
My laboratory's recent work has focused on issues of causality, inheritance, choice, remembering, dreaming, operant-respondent relations, theories of equivalence, operant subjectivity, self-control, audience control, rule governance, and cultural behavior (i.e. religious practices). All of our investigative work is conducted under computer control in the laboratory with normal adult subjects. Computer programming skills (e.g. Visual Basic, Lab-View) are essential for research productivity in the lab.
My primary pedagogical objective is to prepare students for successful academic careers in graduate degree granting institutions. More than expertise in theory and philosophy is needed for entry into the academy at this level, and even more than this is needed for retention. Entry is largely a matter of scholarly productivity, as measured in numbers of publications in refereed or otherwise prestigious outlets. Added to this, in the current market, is sufficient diversity of interest and expertise to contribute to multiple training needs, particularly in the applied domain. Retention depends on continued productivity of this sort (especially as it demonstrates a coherent pattern), effectiveness in securing and administering grant and contract support for scholarly work and practice, excellence in teaching and mentoring, responsiveness to institutional service needs, leadership in the discipline, professionalism and collegiality.
Given the demands of an academic career, in addition to developing competence in behavior theory and philosophy, I expect my advisees to develop, pursue and disseminate a preferred line of research, gain experience in a marketable area of practice, apprentice with experienced administrators, model effective teaching and mentoring practices in their work with undergraduates, participate in program governance and professional service, and show respect and support for their colleagues.
Our lab operates on a philosophical foundation derived from J. R. Kantor's Interbehaviorism. Our philosophical work is focused on the logic of science and scientific system building, which pertains to the integration of scientific enterprises. My most recent work in this area is focused on matters of scientific validity and significance, the latter with regard to the interrelations of behavior science with the sciences of biology and anthropology. I'm also very interested in the concept of observation and the paradox of its foundational status in the science systems into evolutional character in the science of behavior
Our interpretive work is focused on complex human behaviors, particularly those in which substantial responding and stimulating are involved, including verbal behavior, remembering, and imagining. Most recently, I've been working on an interpretation of jealousy.
Our human research usually has something to do with verbal behavior or substantial processes more generally; however, human research is the least thematic of any of our work. Students are encouraged to pursue their own interest in this context, and are expected to develop and execute a unique line of research by which they may be distinguished from their peers.
Our animal research facilities and interests grew out of my collaborations with faculty in the Departments of Biomedical Engineering and Molecular Biology & Immunology and most of our animal research has an interdisciplinary character. We work exclusively with mice. I exert more control over our animal than our human research program due to the resources needed to conduct animal research and maintain the lab. Still, experienced students are encouraged extend and expand upon the established lines of research in keeping with their own interests.
Hayes, L. J., Dubuque, E. M., Fryling, M. J. & Pritchard, J. K. (2009). A behavioral systems analysis as a scientific system. Journal of Organizational Behavior Management, 29, 315-332.
Clayton, M. C., Hayes, L. J., & Swain, M. A. (2006). Scientific system building: The case of interbehaviorism. In B. Midgley & E. K. Morris (Eds.) Modern Perspectives on J. R. Kantor and Interbehaviorism. Reno: Context Press.
Hayes, L. J. & Delgado, D. (2005). Transgenic and knockout mouse models: The problem of language. In G. Fisch & J. Flint (Eds.) Murine Models of Psychiatric Disorders. New York: Humana.
Hayes, L. J., & Tarbox, J. (2005). Ethics and values in behavioral perspective. In J. W. Jacobson, J. A. Mulick, & J. Rojahn (Eds.) Handbook of Intellectual and Developmental Disabilities, New York: Springer.
Johnston, M. & Hayes, L. J. (2005). Use of a simulated work setting to study behavior based safety. Journal of Organizational Behavior Management, 25(1), 1-34.
Sa, L., Delgado, D. & Hayes, L. J. (2005). The functional nature of the behavioral segment. Mexican Journal of Behavior Analysis.
Tarbox, J. & Hayes, L. J. (2005). Verbal behavior and behavioral contrast in humans. The Psychological Record, 55, 419-437.
Clayton, M. & Hayes, L. J. (2004). A comparison of match-to-sample and respondent-type training of equivalence classes. The Psychological Record, 54, 579-602.
Hayes, L. J. & Houmanfar, R. (2004). Units and measures: A response to Glenn & Malott. Behavior and Social Issues, 13, 106-110.
Hayes, L. J., & Thomas, J. (2004). On the practical value of system building for behavior science. TheBehavior Analyst Today. 5(3), 284.
Mark Adams, Ph.D., Parent Training Consulting, Sacremento, CA
Mike Clayton, Ph.D., Assistant Professor, Jacksonville State University
Diana Delgado, Ph.D., Director of the Cognition and Perception Laboratory & Director of the research line on Complex Human Behavior, Fundación Universitaria Konrad Lorenz
Mark Dixon, Ph.D., Associate Professor, Southern Illinois University
Diedre Fitzgerald, Ph.D., Assistant Professor, Eastern Connecticut State University
Mitch Fryling, Ph.D., Assistant Professor, Chicago School of Professional Psychology
Fernando Guerrero, Ph.D., Program Supervisor, Autism Spectrum Therapies, CA
Jake Hadden, Ph.D., Psychologist, State University of New York, Plattsburg
Ramona Houmanfar, Ph.D., Assistant Professor, University of Nevada, Reno
Cristin Johnston, Ph.D., Senior Behavior Research Specialist, Behavioral Solutions
Mike Johnston, Ph.D., Assistant Director, Behavioral Solutions, Inc.
Ruth Anne Rehfeldt, Ph.D., Associate Professor, Southern Illinois University
Jonathan Tarbox, Ph.D., Director of Research, Center for Autism & Related Disorders, CA
Yukiko Washio, Ph.D., Postdoctoral Fellow, University of Vermont College of Medicine
For further information please contact us at:
Linda J. Parrott Hayes
Department of Psychology / 296
University of Nevada, Reno
Reno, NV 89557
USA
