Social Learning and Personality DevelopmentHolt, Rinehart and Winston, 1963 - Broj stranica: 329 |
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Rezultati 1 - 3 od 41.
Stranica 92
... received rewarding or punishing consequences for his behavior . During the child's early years the family constitutes the child's basic reference group ; at this stage , the range of avail- able real - life models is restricted to ...
... received rewarding or punishing consequences for his behavior . During the child's early years the family constitutes the child's basic reference group ; at this stage , the range of avail- able real - life models is restricted to ...
Stranica 109
... received considerable attention from investigators of theoretical problems in learning , but relatively little systematic investigation in relation to problems of social behavior . Generally speaking , it has been assumed , rather than ...
... received considerable attention from investigators of theoretical problems in learning , but relatively little systematic investigation in relation to problems of social behavior . Generally speaking , it has been assumed , rather than ...
Stranica 126
... received no reinforcements . These differences persisted through- out a subsequent series of trials during which none of the sub- jects , experimental or control , received reinforcements . If initial level of shock is taken as an index ...
... received no reinforcements . These differences persisted through- out a subsequent series of trials during which none of the sub- jects , experimental or control , received reinforcements . If initial level of shock is taken as an index ...
Sadržaj
THE SOCIOBEHAVIORISTIC APPROACH | 1 |
THE ROLE OF IMITATION | 47 |
REINFORCEMENT PATTERNS | 109 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 2
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Uobičajeni izrazi i fraze
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