Crafting Sequences of Sight and Sound: A Behavior Analysis of Filmmaking

Autor/inn/en	Schleifer-Katz, Evan; Ortu, Daniele
Titel	Crafting Sequences of Sight and Sound: A Behavior Analysis of Filmmaking
Quelle	In: Analysis of Verbal Behavior, 39 (2023) 1, S.99-117 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schleifer-Katz, Evan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-022-00178-5
Schlagwörter	Acoustics; Films; Behavior Patterns; Correlation; Verbal Communication; Problem Solving; Audiences; Guidelines + Suchen Sie Ihr Suchwort? Akustik; Film; Korrelation; Problemlösen; Spectator; Zuschauer; Richtlinien
Abstract	The discipline of film studies often engages in analyses of the functions of filmmakers' decisions in terms of their effects on viewers. Behavior analysis uses a similar, functional-analytic approach toward understanding the relationship between individuals' behavior and the environmental effects that maintain their behavior. Given converging similarities between the two disciplines, a functional analysis of filmmaking is provided, using Skinner (1957)'s "Verbal Behavior" as a guiding framework. Similar to behavioral conceptualizations of language and speaker-listener verbal episodes, the analysis prioritizes functional explanation of the controlling variables and conditions that underlie the meaning of filmmakers' behavior and behavioral products, rather than solely focusing on their topographical description. Viewers' responses to the audiovisual stimuli of the film are emphasized as key controlling variables, through rules specifying contingency relations as well as through contingency shaping, including when the filmmaker acts as a self-viewer who directly shapes their own behavior. Their responding as a self-viewer during the production and editing of a film is explored as a problem-solving process, similar to other artists who serve as their own audience when creating and editing their behavioral products. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01