Social Learning TheoryPrentice Hall, 1977 - 247 من الصفحات An exploration of contemporary advances in social learning theory with special emphasis on the important roles played by cognitive, vicarious, and self-regulatory processes. |
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الصفحة 176
... grammatical categories are biologically preprogrammed and require only minimal environmental input to be acti- vated . It would follow from this theory that exposure to speech alone is sufficient to produce grammatical competence ...
... grammatical categories are biologically preprogrammed and require only minimal environmental input to be acti- vated . It would follow from this theory that exposure to speech alone is sufficient to produce grammatical competence ...
الصفحة 177
... grammatical relations are usually matched to meaningful ongoing activities about which children already have some knowledge . Grammatical features of speech are more informative and distinguishable when the semantic referents for the ...
... grammatical relations are usually matched to meaningful ongoing activities about which children already have some knowledge . Grammatical features of speech are more informative and distinguishable when the semantic referents for the ...
الصفحة 179
... grammatical articulation than by utter- ances that are poorly understood . The demands for communi- cative accuracy ... grammatical relations which aids later imitative reconstruc- tions . Instant mimicry need not require either ...
... grammatical articulation than by utter- ances that are poorly understood . The demands for communi- cative accuracy ... grammatical relations which aids later imitative reconstruc- tions . Instant mimicry need not require either ...
المحتوى
Chapter | 15 |
Antecedent Determinants of Physiological | 59 |
External Reinforcement | 97 |
حقوق النشر | |
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achieve acquired actions activities adopt adults aggression Albert Bandura analysis antecedent anticipatory Applied Behavior Analysis arousal attention attribution theory aversive awareness Bandura basis behave biofeedback Classical Conditioning cognitive conduct conse contingencies correlated create cues defensive behavior depending determinants effects efficacy expectations efforts emotional ences environment environmental evaluative example experiences external extrinsic factors fear feedback forms function goals grammatical havior human behavior imitative incentives increase individuals inducements influ innovations interaction intrinsic motivation Journal of Personality Meichenbaum ment modeled behavior modeling influences moral judgments negative observational learning one's operate outcomes patterns performance Personality and Social predictive produce punishment quences reactions reciprocal reduce regulate require response consequences result rewards riences role self-evaluative self-injurious self-punishment self-reactive self-reinforcement self-reward serve situations skills social learning theory Social Psychology sources sponses standards stimuli studies symbolic thought tions tive verbal vicarious arousal vicarious reinforcement