Social Learning and Personality DevelopmentHolt, Rinehart and Winston, 1963 - Broj stranica: 329 |
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Stranica 32
... behavior may or may not be deviant . If they are not deviant , removal of the symptom effectively completes the treatment . However , if the patient has learned relatively few pro- social means of obtaining the rewards or relief which his ...
... behavior may or may not be deviant . If they are not deviant , removal of the symptom effectively completes the treatment . However , if the patient has learned relatively few pro- social means of obtaining the rewards or relief which his ...
Stranica 37
... deviant behavior should be postponed until normal behavior is understood . Both positions , in fact , presuppose that social - value judgments must be made before research can be profitably undertaken . For a science of social behavior ...
... deviant behavior should be postponed until normal behavior is understood . Both positions , in fact , presuppose that social - value judgments must be made before research can be profitably undertaken . For a science of social behavior ...
Stranica 253
... deviant behavior as due to widely varying ante- cedent conditions producing different consequences , though al- ways in accordance with a set of learning principles that can both serve to explain the acquisition of behavior patterns and ...
... deviant behavior as due to widely varying ante- cedent conditions producing different consequences , though al- ways in accordance with a set of learning principles that can both serve to explain the acquisition of behavior patterns and ...
Sadržaj
THE SOCIOBEHAVIORISTIC APPROACH | 1 |
THE ROLE OF IMITATION | 47 |
REINFORCEMENT PATTERNS | 109 |
Autorska prava | |
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abnorm acquired acquisition activities adolescents adult agent aggres aggressive behavior aggressive boys aggressive models aggressive responses antecedent antisocial anxiety avoidance Bandura and Walters Child Develpm classical conditioning client consequences cues cultural demonstrated dependency behavior dependency responses deviant behavior discrimination learning displayed Dollard eliciting emotional evidence example exhibited experiences experimental extinction fear frequently frustration guilt havior highly identification imitative behavior imitative responses increase influence interactions involves laboratory Llewellyn Thomas ment Miller Moreover mother Mowrer Mussen negative reinforcement nonaggressive nonreward observational learning observer occur parents peers person physical punishment play positive reinforcement presented procedures proprioceptive prosocial psychodynamic Psychol psychotherapy punishment reactions relationship relatively response inhibition result reward role Ross Sears self-control self-punitive sessions sex behavior shock situations social behavior social reinforcers social-learning sponses stimulus studies subjects superego theory therapist therapy tion treatment Univer variables verbal vicarious reinforcement Wogeo York