Titlebook: Experience Structure & Adaptability; O. J. Harvey (Professor of Psychology) Book 1966 Springer Science+Business Media New York 1966 cognit

分解

maculated

Age Differences in Reaction to Stimulus VariationLearning under deliberately introduced conditions of stimulus variation has not been extensively studied to date, and standard learning texts rarely mention it. Yet such learning seems worth studying for several reasons.

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https://doi.org/10.1007/978-3-0348-6523-4into appropriate means-ends relationships, and employing them in ways consonant with the end sought. Stated in a different way—the validity of any means or approach, the appropriateness of any goal-related behavior, is inextricably dependent on the nature of the goal itself. As the end changes, a re

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https://doi.org/10.1007/978-3-658-35365-0f these streams is the concern with cognitive structural variables in behavior, emerging from such varied sources as the work of Bartlett, Piaget, Lewin, and Tolman, among others. In more recent years this stream has been fed by the productive headwaters of psychoanalytic ego psychology, as in the w

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Ehsan Khamehchi,Mohammad Reza Mahdianiund to be effective in modifying later behavioral adaptability. The review will be selective, rather than totally inclusive. (See Denenberg, 1962b, for a general review of the field of early experience.) One of the selective features is that most of the cited research has been carried out on the lab

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Herbert H. Wotiz,Stanley J. Clarkarn so slowly that they are generally out of phase with the age-graded societal demands imposed upon them. Slow learners are apt to be problems to themselves and to their friends. It is recognized, in scientific circles at least, that there are many and diverse causes for failure to learn at the soc

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https://doi.org/10.1007/978-1-4684-4226-7ion in the conceptual property of concreteness-abstractness and in such of its behavioral concomitants as flexibility, adaptability and creativity. This chapter will describe a study which aimed at the production of differences in these cognitive and behavioral dimensions through the use of hypnosis