Social Learning and Personality DevelopmentHolt, Rinehart and Winston, 1963 - Broj stranica: 329 |
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Stranica 57
... consequences to the model or to the observer have a major influ- ence only on the performance of imitatively learned responses . Children observed a film - mediated model who exhibited four novel aggressive responses accompanied by ...
... consequences to the model or to the observer have a major influ- ence only on the performance of imitatively learned responses . Children observed a film - mediated model who exhibited four novel aggressive responses accompanied by ...
Stranica 81
... CONSEQUENCES TO THE MODEL Imitation is not independent of the response conse- quences to the model . These consequences are sometimes specific to the behavior which is being observed , as when reward or pun- ishment immediately follows ...
... CONSEQUENCES TO THE MODEL Imitation is not independent of the response conse- quences to the model . These consequences are sometimes specific to the behavior which is being observed , as when reward or pun- ishment immediately follows ...
Stranica 195
... consequences for others — for example , pain , incon- venience , or embarrassment - of which the child may not be aware . To the extent that the child has already been conditioned to avoid producing consequences of these kinds , the ...
... consequences for others — for example , pain , incon- venience , or embarrassment - of which the child may not be aware . To the extent that the child has already been conditioned to avoid producing consequences of these kinds , the ...
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 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