Titlebook: Learning, Speech, and the Complex Effects of Punishment; Essays Honoring Geor Donald K. Routh Book 1982 Plenum Press, New York 1982 behavio

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e broad subject. Speech is another. And the "complex effects of punishment" might seem far afield from either. Perhaps, intrigued by this apparent diversity and wanting to discover what common theme underlies it, the reader may begin leafing through the chapters. The first one recounts a series of s

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Feedback and Motor Control in Stuttering,, motor, and perceptual variables. After many years of such research, the accumulated evidence was at best suggestive, and no constellation of physiological variables emerged that could unequivocally be identified with either the person who stutters or the moment of stuttering (Bloodstein, 1975).

EWER

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Intellectual Progeny of Seashore and Spence,ready noted, George Wischner, whose approaching retirement was the occasion for planning this book, was an Iowa Ph.D. under Wendell Johnson and Kenneth W. Spence. Wischner is also an academic descendent of Carl E. Seashore via Johnson and Lee Edward Travis.

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Learning, Speech, and the Complex Effects of PunishmentEssays Honoring Geor

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Learning, Speech, and the Complex Effects of Punishment978-1-4684-4196-3

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Cognitive Strategies in the Discrimination Learning of Young Children,and the overt instrumental response an observing response on the part of the subject, whether infrahuman, human adult, or child, that determined which of the existing stimulus dimensions would become effective. Dimension-specific responding was also a feature of a modification of Spence’s (1936) the