Minnesota Symposia on Child Psychology

Minnesota Symposia on Child Psychology: Volume 6

ANNE D. PICK EDITOR
Copyright Date: 1972
Edition: NED - New edition
Pages: 180
https://www.jstor.org/stable/10.5749/j.cttts4w7
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  • Book Info
    Minnesota Symposia on Child Psychology
    Book Description:

    Minnesota Symposia on Child Psychology: Volume 6 was first published in 1972. Continuing the series of publications based on papers given at the annual Minnesota Symposia on Child Psychology sponsored by the Institute of Child Development at the University of Minnesota, this volume contains material from six papers given by nine contributors at the 1971 symposium. For each of the annual symposia a number of outstanding child psychologists are invited to present papers dealing with their respective programs of research. The contents of this volume: “Summative Research of Sesame Street: Implications for the Study of Preschool Children” by Samuel Ball and Gerry Ann Bogatz, Educational Testing Service, Princeton, New Jersey; “Motivation, Reinforcement, and Problem Solving in Children” by E. Kuno Beller, Temple University; “Acquiring Components of Visually Guided Behavior” by Alan Hein, Massachusetts Institute of Technology; “Emotional Behavior and Development in the First Year of Life: An Analysis of Arousal, Approach-Withdrawal, and Affective Responses” by Henry N. Ricciuti and Robert H. Poresky, Cornell University; “Storage Mechanisms in Early Experience” by William R. Thompson, Queen’s University, Canada; and “Stimulus Control on Children’s Learning” by Thomas J. Tighe and Louise S. Tighe, Dartmouth College.

    eISBN: 978-0-8166-6402-3
    Subjects: Psychology

Table of Contents

  1. Front Matter
    (pp. i-viii)
  2. Table of Contents
    (pp. ix-2)
  3. Summative Research of Sesame Street: Implications for the Study of Preschool Children
    (pp. 3-17)
    SAMUEL BALL and GERRY ANN BOGATZ

    When a neologism crops up each year to replace the neologism of the year before, one suspects that there are some negative attitudes attached to the referent these new words are supposed to denote. In the distant Australian past, and before coming to Up Over, one remembers the wordforeignerbeing replaced byalienbeing replaced bydisplaced personbeing replaced (through the sure touch of a genius) by the termnew Australian.It is easy to dislike foreigners and aliens. Even displaced persons, though coming in for some pity, can readily be denigrated. But what Australian could hate a...

  4. Motivation, Reinforcement, and Problem Solving in Children
    (pp. 18-52)
    E. KUNO BELLER, PETER ADLER, ALAN NEWCOMER and ARNOLD YOUNG

    The present paper deals with a program in which an attempt has been made to re-examine the interacting effects of motivation and reinforcement on the learning of tasks which are similar to the learning that occurs in the classroom. The shift in focus to the classroom required a changed rationale and the formulation of hypotheses different from those which have been investigated with regard to the interacting effect of motivation and social reinforcement on the learning of simple tasks.

    When one reviews the research of the past decade on the role of social reinforcement in learning processes, it is evident...

  5. Acquiring Components of Visually Guided Behavior
    (pp. 53-68)
    ALAN HEIN

    The central purpose of my recent work has been to disclose the mechanisms underlying visually controlled responses in higher mammals. The principal technique employed has been to combine stimulus deprivation with selective exposure of kittens during the neonatal period. In these studies, it has been useful to distinguish various classes of visually controlled behavior. Certain visual responses — including pupillary constriction to light, optokinetic nystagmus, and an eye-centering reaction to a high-contrast visual stimulus — appear in the neonate as soon as the optical media become transparent. This class of responses survives prolonged dark rearing (Ganz & Fitch, 1968; Riesen, 1961).

    There...

  6. Emotional Behavior and Development in the First Year of Life: An Analysis of Arousal, Approach-Withdrawal and Affective Responses
    (pp. 69-96)
    HENRY N. RICCIUTI and ROBERT H. PORESKY

    The research described in this paper represents an attempt to clarify the nature and development of emotional behavior and associated approach-withdrawal responses in infants during the first year of life, as well as an effort to develop more refined procedures for assessing such behaviors. The research grew in part out of an earlier study (Morgan & Ricciuti, 1969) concerned with the analysis of the rather marked changes in infants’ responses to strangers during the first year of life. In this study it was possible to judge infants’ positive, neutral, or negative responses to strangers reasonably well by systematic observations of...

  7. Storage Mechanisms in Early Experience
    (pp. 97-127)
    WILLIAM R. THOMPSON

    Like most psychologists, I am interested in finding out why people are what they are and why they behave the way they do. The explanatory categories to which I have looked for answers are genotype and early experience. These may seem broad and even remote from the immediate variables of personality and behavior for which they are supposed to account. However, it is my strong feeling that precisely because they have such breadth their power is commensurately greater than that of independent variables narrower in scope and more contemporaneous in character.

    Nature-nurture explanations of behavior are, of course, hardly new....

  8. Stimulus Control in Children’s Learning
    (pp. 128-158)
    THOMAS J. TIGHE and LOUISE S. TIGHE

    Any learning situation affords alternative bases for response. This circumstance is recognized in the common distinction between potential stimuli, defined as all situational aspects which might become related to the behavior in question, and effective stimuli, or those aspects which in fact come to control the behavior. There simply is apt to be more in the learning environment than the subject can take in and store. It is this consideration which has guided the work on the role of attention in animal and human learning, and investigators in this vein have provided abundant evidence of selective stimulus control of learning....

  9. List of Contributors
    (pp. 161-164)
  10. Index
    (pp. 167-170)