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The influence of antecedent reinforcement and divergent modeling cues on patterns of self-reward.

作者信息

Bandura A, Whalen C K

出版信息

J Pers Soc Psychol. 1966 Apr;3(4):373-82. doi: 10.1037/h0023022.

DOI:10.1037/h0023022
PMID:5909109
Abstract
摘要

相似文献

1
The influence of antecedent reinforcement and divergent modeling cues on patterns of self-reward.先前强化和发散性示范线索对自我奖励模式的影响。
J Pers Soc Psychol. 1966 Apr;3(4):373-82. doi: 10.1037/h0023022.
2
Effects of discrepancies between observed and imposed reward criteria on their acquisition and transmission.观察到的奖励标准与设定的奖励标准之间的差异对其习得和传递的影响。
J Pers Soc Psychol. 1966 Jan;3(1):45-53. doi: 10.1037/h0022696.
3
EFFECTS OF REINFORCEMENT VALUE ON EXPECTANCY STATEMENTS IN SKILL AND CHANCE SITUATIONS.强化价值对技能和机会情境中期望陈述的影响。
Percept Mot Skills. 1965 Jun;20:845-52. doi: 10.2466/pms.1965.20.3.845.
4
Modification of self-imposed delay of reward through exposure to live and symbolic models.通过接触真实和象征性榜样来改变自我施加的奖励延迟。
J Pers Soc Psychol. 1965 Nov;2(5):698-705. doi: 10.1037/h0022655.
5
Self-reinforcement processes in children.儿童的自我强化过程。
Adv Child Dev Behav. 1974;9(0):151-87. doi: 10.1016/s0065-2407(08)60317-1.
6
The effects of intervention techniques on children's fear of failure behavior.干预技术对儿童失败恐惧行为的影响。
J Genet Psychol. 1973 Sep;123(1):85-97. doi: 10.1080/00221325.1973.10533191.
7
PSYCHOLOGICAL DEFICIT IN SCHIZOPHRENIA: I. AFFECT, REINFORCEMENT, AND CONCEPT ATTAINMENT.精神分裂症的心理缺陷：I.情感、强化与概念获得。
J Abnorm Psychol. 1965 Feb;70:2-24. doi: 10.1037/h0021685.
8
Reinforcement history as a determinant of self-reinforcement.强化历史作为自我强化的一个决定因素。
J Psychol. 1972 Jul;81(2d Half):195-203. doi: 10.1080/00223980.1972.9916941.
9
Comparison of self-reward and self-criticism as a function of types of prior external reinforcement.作为先前外部强化类型函数的自我奖励与自我批评的比较。
J Pers Soc Psychol. 1968 Mar;8(3):261-8. doi: 10.1037/h0025508.
10
Academic rank, task feedback and self-reinforcement in children.儿童的学术等级、任务反馈与自我强化
Psychol Rep. 1971 Jun;28(3):967-74. doi: 10.2466/pr0.1971.28.3.967.

引用本文的文献

1
Effects of the difference between self and coactor scores upon the audit responses that allow access to these scores.自我评价分数与共同评价分数之间的差异对允许访问这些分数的审计回应的影响。
J Exp Anal Behav. 1974 Jul;22(1):61-71. doi: 10.1901/jeab.1974.22-61.
2
Audit responses: responses maintained by access to existing self or coactor scores during non-social, parallel work, and cooperation procedures.审核回应：在非社交、平行工作和合作程序期间，通过访问现有自我或共同行为者的分数来维持回应。
J Exp Anal Behav. 1973 May;19(3):409-23. doi: 10.1901/jeab.1973.19-409.
3
Behavioral self-control of on-task behavior in an elementary classroom.
小学生课堂行为的自律。
J Appl Behav Anal. 1973 Spring;6(1):105-13. doi: 10.1901/jaba.1973.6-105.
4
Classroom applications of self-determined reinforcement.自主强化在课堂教学中的应用。
J Appl Behav Anal. 1970 Summer;3(2):123-32. doi: 10.1901/jaba.1970.3-123.
5
Self-concept in educable mentally retarded and emotionally handicapped children. Relationship between behavioral and self-report indices and an attempt at modification.可教育的智力迟钝和情绪障碍儿童的自我概念。行为指标与自我报告指标之间的关系以及改进尝试。
J Abnorm Child Psychol. 1974 Dec;2(4):281-92. doi: 10.1007/BF00919256.
6
Effect of cueing on self-control of classroom behavior.提示对课堂行为自我控制的影响。
J Appl Behav Anal. 1974 Summer;7(2):299-306. doi: 10.1901/jaba.1974.7-299.
7
Applications of self-control procedures by children: a review.儿童自我控制程序的应用：综述
J Appl Behav Anal. 1979 Fall;12(3):449-65. doi: 10.1901/jaba.1979.12-449.