Coercive Family Process, Volume 3 |
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Page 6
... learning . Most of the early theorists , such as Skinner , Hull , and Guthrie carefully differ- entiated between learning and performance . In that context , what is learned is not necessarily per- formed . With the exception of Hull ...
... learning . Most of the early theorists , such as Skinner , Hull , and Guthrie carefully differ- entiated between learning and performance . In that context , what is learned is not necessarily per- formed . With the exception of Hull ...
Page 87
... Learning or Performance ? Does reward modify learning , or does reward modify the performance of the R ; given the A¡ ? Again , the present writer draws heavily from Es- tes ' ( 1971 ) perspective , " The learning of stimulus- response ...
... Learning or Performance ? Does reward modify learning , or does reward modify the performance of the R ; given the A¡ ? Again , the present writer draws heavily from Es- tes ' ( 1971 ) perspective , " The learning of stimulus- response ...
Page 310
... Learning theories I.P. Pavlov E.L. Thorndike J.B. Watson C.L. Hull E.R. Guthrie E.C. Tolman Cognitive theories J.M. Baldwin J. Piaget Field theory K. Lewin Social learning R.R. Sears J.W. Whiting N.E. Miller J. Dollard J.B. Rotter ...
... Learning theories I.P. Pavlov E.L. Thorndike J.B. Watson C.L. Hull E.R. Guthrie E.C. Tolman Cognitive theories J.M. Baldwin J. Piaget Field theory K. Lewin Social learning R.R. Sears J.W. Whiting N.E. Miller J. Dollard J.B. Rotter ...
Contents
Chapter | 10 |
Observations of Family Process | 41 |
Chapter 4 | 66 |
Copyright | |
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adults aggres analysis antece antecedent antisocial behavior antisocial child antisocial children attacks aversive events Bandura base rate base-rate values baseline behav boys caretaker changes Chapter chil cial clinical samples coercion coercive behavior coercive child behavior coercive responses consequences contingent correlation counterattack covariation crises delinquent described deviant behavior disruption dren dyad effect escalation experimental family interaction family management family members fathers findings frequency functional relations given havior hypothesis increase interac irritable labeled learning likelihood mean measures ment mothers negative reinforcement Noncomply nursery school observation occur OSLC outcome parents Patterson peers person positive reinforcement preschool present problem child produce prosocial punishment reactions Reid reported reviewed role sequence sessions showed siblings significant significantly sion skills Social Aggressors social interaction sponse Stealers stealing stimuli suggest TAB scores Table target child target event Tease theory tion tive treatment variables Whine