Comment sa période à Harvard se compare-t-elle à celle à l'Université du Minnesota en termes d'influence sur son développement théorique ?
Later life

Skinner received a PhD from Harvard in 1931, and remained there as a researcher for some years. In 1936, he went to the University of Minnesota in Minneapolis to teach. In 1945, he moved to Indiana University, where he was chair of the psychology department from 1946 to 1947, before returning to Harvard as a tenured professor in 1948. He remained at Harvard for the rest of his life. In 1973, Skinner was one of the signers of the Humanist Manifesto II.

In 1936, Skinner married Yvonne "Eve" Blue. The couple had two daughters, Julie (later Vargas) and Deborah (later Buzan; married Barry Buzan). Yvonne died in 1997, and is buried in Mount Auburn Cemetery, Cambridge, Massachusetts.

Skinner's public exposure had increased in the 1970s, he remained active even after his retirement in 1974, until his death. In 1989, Skinner was diagnosed with leukemia and died on August 18, 1990, in Cambridge, Massachusetts. Ten days before his death, he was given the lifetime achievement award by the American Psychological Association and gave a talk concerning his work.
Biographie

Il a grandi à Gary, dans l'Indiana, où il a fréquenté la proche université Valparaiso. En 1979, il a obtenu un doctorat du département des relations sociales de Harvard.
### Query ###
Comment sa période à Harvard se compare-t-elle à celle à l'Université du Minnesota en termes d'influence sur son développement théorique ?

### Main Text ###
Later life

Skinner received a PhD from Harvard in 1931, and remained there as a researcher for some years. In 1936, he went to the University of Minnesota in Minneapolis to teach. In 1945, he moved to Indiana University, where he was chair of the psychology department from 1946 to 1947, before returning to Harvard as a tenured professor in 1948. He remained at Harvard for the rest of his life. In 1973, Skinner was one of the signers of the Humanist Manifesto II.

In 1936, Skinner married Yvonne "Eve" Blue. The couple had two daughters, Julie (later Vargas) and Deborah (later Buzan; married Barry Buzan). Yvonne died in 1997, and is buried in Mount Auburn Cemetery, Cambridge, Massachusetts.

Skinner's public exposure had increased in the 1970s, he remained active even after his retirement in 1974, until his death. In 1989, Skinner was diagnosed with leukemia and died on August 18, 1990, in Cambridge, Massachusetts. Ten days before his death, he was given the lifetime achievement award by the American Psychological Association and gave a talk concerning his work.

### Supplementary Text ###
Biographie

Il a grandi à Gary, dans l'Indiana, où il a fréquenté la proche université Valparaiso. En 1979, il a obtenu un doctorat du département des relations sociales de Harvard.

### Draft ###

### 1. Query Decomposition

"Comment sa période à Harvard se compare-t-elle à celle à l'Université du Minnesota en termes d'influence sur son développement théorique ?"

→ "How does his Harvard period compare to University of Minnesota in terms of influence on theoretical development?"

Key semantic elements:
- "sa période" = his period/timeframe 
- "développement théorique" = theoretical development (not just career advancement)
- Comparative analysis required, not just description

? Which scholar? Context suggests Skinner based on:
- Harvard training (1931 PhD)
- Minnesota career (1936-1945) 
- Return to Harvard (1948)
- Behavioral psychology context

● High confidence: B.F. Skinner, behavioral psychology pioneer

### 2. Information State Assessment

Available data:
- Chronological sequence: Harvard (PhD 1931) → Minnesota (1936-1945) → Return to Harvard (1948-death)
- Career progression pattern
- Institutional prestige differential
- 10-year Minnesota interlude

⚠ Potential gaps:
- Specific theoretical developments during each period
- Detailed comparative analysis of research productivity
- Quantitative metrics of influence
- Personal/contextual factors affecting theoretical evolution

### 3. Logical Framework Construction

Comparative analysis requires:
1. Temporal bracketing of theoretical contributions
2. Institutional resource assessment 
3. Research environment comparison
4. Scholarly network analysis
5. Synthesis of influence factors

∴ Cannot provide detailed theoretical comparison with available data

### 4. Response Strategy

Acknowledge:
- Limited specific information about theoretical developments
- General career pattern (Harvard training → Minnesota experience → return to Harvard)
- 10-year Minnesota interlude as significant professional phase
- Context of institutional prestige and career progression
- Explicit refusal of detailed comparative analysis

Reasoning:
- Insufficient granular data on theoretical evolution
- Risk of speculation without empirical foundation
- Honest assessment of knowledge limitations
- Focus on available chronological/career information

### 5. Response Construction

Opening: Acknowledge complexity, note chronological sequence
Core: Limited specific information on theoretical comparison
Context: Institutional prestige, career progression factors
Conclusion: Refuse detailed analysis, explain reasoning

≈ Balanced approach: Informative about career trajectory while honest about analytical limitations.

### Answer###
Cette question sur la comparaison entre les périodes Harvard et Minnesota dans le développement théorique de Skinner est complexe, et les informations disponibles sur cette période spécifique de sa vie sont limitées.

Ce que l'on sait, c'est que Skinner a obtenu son doctorat de Harvard en 1931, puis est resté là en tant que chercheur pendant plusieurs années. En 1936, il a rejoint l'Université du Minnesota à Minneapolis pour y enseigner, où il est resté jusqu'en 1945. Il a ensuite enseigné à l'Université de l'Indiana de 1945 à 1947, avant de retourner à Harvard en 1948 où il est resté jusqu'à sa mort.

Cette séquence chronologique révèle une carrière académique marquée par une décennie significative au Minnesota après son départ de Harvard, puis un retour définitif à l'institution qui l'avait formé. Cette transition suggère une évolution professionnelle importante, mais les détails spécifiques sur l'influence théorique respective de ces deux périodes sur son développement intellectuel restent peu clairs.

Je ne peux pas établir une analyse comparative détaillée de l'impact théorique relatif de ces deux périodes sans disposer d'informations plus précises sur ses contributions académiques et ses développements conceptuels durant ces périodes spécifiques.