Titlebook: Social Influences and Socialization in Infancy; Michael Lewis,Saul Feinman Book 1991 Springer Science+Business Media New York 1991 behavio

critic

重叠

Social Influence on Child and Parent via Stimulation and Operant-Learning Mechanismslearning, that influence may carry over to subsequent occasions. Social-stimulus effects on behavior and, in particular, those that can be organized under the operant-learning paradigm and derivative paradigms, including pervasive imitation (identification) and attachment, are examined in this chapt

深陷

Attachment and Socialization socialization. The origins of this belief are easily traceable to Freud’s emphasis on the significance of infant-mother attachment for virtually all aspects of subsequent personality development. Its endurance over the intervening decades has been sustained by a wealth of empirical data linking att

和平主义者

The Social Context of Infant Imitationildren born into the different regions of this panorama to acquire appropriate value orientations, modes of action, and social skills. In the literature on socialization and personality development, concepts such as imitation have been given an important place in accounting or the facility with whic

Mutter

博识

Sibling Influencesr; they are forced to do so. Tension and hostility, as well as affection, are engendered by this combination of intimacy and familiarity, as the extremely uninhibited aggression and affection expressed by young siblings reveals. It is a “no-holds-barred” relationship.

Chivalrous

defray

acrophobia

vioral ontogeny, as well as humanity‘s evolutionary heritage, seem to provide the best likelihood of success. It is in an attempt to synthesize such potentially disparate approaches to human development into an integrated whole that we undertake this series on the genesis of beh- ior. In many respec

售穴

s opportunity to inte­ grate the art, science and ethical practice of Occupational Therapy. The therapeutic milieu is also the most appropriate but difficult setting in which to judge ‘compe­ tence to practise‘. Yet fieldwork education has not received the attention, resources, research and status i