Social Learning and Personality DevelopmentHolt, Rinehart and Winston, 1963 - Broj stranica: 329 |
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Rezultati 1 - 3 od 88.
Stranica 10
... SOCIAL - INFLUENCE PROCEDURES The social - learning history of an individual may modify his susceptibility to social influence that is exerted through reinforcement or modeling procedures . Children who have developed strong dependency ...
... SOCIAL - INFLUENCE PROCEDURES The social - learning history of an individual may modify his susceptibility to social influence that is exerted through reinforcement or modeling procedures . Children who have developed strong dependency ...
Stranica 44
... social - learning principles we have proposed as a starting - point for a more ade- quate theoretical approach to both social development and psy- chotherapy . Our social - learning principles seek to explain de- viant behavior in terms ...
... social - learning principles we have proposed as a starting - point for a more ade- quate theoretical approach to both social development and psy- chotherapy . Our social - learning principles seek to explain de- viant behavior in terms ...
Stranica 252
... social- learning approach to psychotherapy necessarily regards the modification of social behavior , rather than of mediating agents and complexes , as the primary objective and maintains that this outcome must be achieved by planned ...
... social- learning approach to psychotherapy necessarily regards the modification of social behavior , rather than of mediating agents and complexes , as the primary objective and maintains that this outcome must be achieved by planned ...
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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