Social Learning and Personality DevelopmentHolt, Rinehart and Winston, 1963 - Broj stranica: 329 |
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Rezultati 1 - 3 od 88.
Stranica 73
... aggressive models subsequently displayed not only specifically imitative novel responses but also , in comparison to children who had been exposed to non- aggressive models , a relatively large number of aggressive re- sponses which ...
... aggressive models subsequently displayed not only specifically imitative novel responses but also , in comparison to children who had been exposed to non- aggressive models , a relatively large number of aggressive re- sponses which ...
Stranica 178
... aggression when they either observed an aggressive model punished or had no exposure to displays of aggression , whereas observation of both highly expressive but nonaggressive models and rewarded aggressive models greatly enhanced the ...
... aggression when they either observed an aggressive model punished or had no exposure to displays of aggression , whereas observation of both highly expressive but nonaggressive models and rewarded aggressive models greatly enhanced the ...
Stranica 256
... aggression . The aggressive responses of young children to the first half of a story - completion test formed the pretest measure . Two " therapy " sessions in which physical and verbal aggression were fostered provided the fifteen ...
... aggression . The aggressive responses of young children to the first half of a story - completion test formed the pretest measure . Two " therapy " sessions in which physical and verbal aggression were fostered provided the fifteen ...
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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 aggressive aggressive responses anxiety appear approach associated attempt attention avoidance Bandura behavior boys changes child classical conditioning concerning consequences considerable cues cultural demonstrated dependency deviant direct discrimination displayed effects eliciting emotional evidence example exhibited expected experiences experimental expression extent fact factors fathers fear findings frequently frustration highly imitative increase indicated influence inhibition involves kind learning less maintained manner means ment methods Moreover mother negative objects observer obtained occur parents patterns performance person physical play positive reinforcement presented Press principles probably procedures produce Psychol punishment reactions readily received relation relationship relatively responses result reward role Sears selected self-control sessions sexual showed similar situations social social-learning society stimulus studies subjects suggest theory tion treatment Univer usually variables verbal Walters York