Social Learning TheoryPrentice Hall, 1977 - Broj stranica: 247 An exploration of contemporary advances in social learning theory with special emphasis on the important roles played by cognitive, vicarious, and self-regulatory processes. |
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Stranica 19
... awareness at periodic intervals throughout the session . ( They found that reinforcing consequences were inef- fective in modifying behavior as long as participants were unaware of the reinforcement contingency ; but participants ...
... awareness at periodic intervals throughout the session . ( They found that reinforcing consequences were inef- fective in modifying behavior as long as participants were unaware of the reinforcement contingency ; but participants ...
Stranica 20
... awareness can facilitate change in behavior , but they are ill - suited for resolving the basic issue of whether awareness is necessary for learning or per- formance change . Because the responses and their outcomes are observable , one ...
... awareness can facilitate change in behavior , but they are ill - suited for resolving the basic issue of whether awareness is necessary for learning or per- formance change . Because the responses and their outcomes are observable , one ...
Stranica 69
... awareness and conditioning are measured concurrently , predictive stimuli do not elicit anti- cipatory reactions until the point at which awareness is achieved ( Dawson & Furedy , 1976 ) . The sudden disappear- ance of conditioned ...
... awareness and conditioning are measured concurrently , predictive stimuli do not elicit anti- cipatory reactions until the point at which awareness is achieved ( Dawson & Furedy , 1976 ) . The sudden disappear- ance of conditioned ...
Sadržaj
Chapter | 15 |
Antecedent Determinants of Physiological | 59 |
External Reinforcement | 97 |
Autorska prava | |
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achieve acquired actions activities adopt adults aggression Albert Bandura analysis antecedent anticipatory Applied Behavior Analysis arousal attention attribution theory aversive awareness Bandura basis behave biofeedback Classical Conditioning cognitive conduct conse contingencies correlated create cues defensive behavior depending determinants effects efficacy expectations efforts emotional ences environment environmental evaluative example experiences external extrinsic factors fear feedback forms function goals grammatical havior human behavior imitative incentives increase individuals inducements influ innovations interaction intrinsic motivation Journal of Personality Meichenbaum ment modeled behavior modeling influences moral judgments negative observational learning one's operate outcomes patterns performance Personality and Social predictive produce punishment quences reactions reciprocal reduce regulate require response consequences result rewards riences role self-evaluative self-injurious self-punishment self-reactive self-reinforcement self-reward serve situations skills social learning theory Social Psychology sources sponses standards stimuli studies symbolic thought tions tive verbal vicarious arousal vicarious reinforcement