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Minnesota Symposia on Child Psychology

Minnesota Symposia on Child Psychology: Volume 1

Copyright Date: 1967
Edition: NED - New edition
Pages: 258
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  • Book Info
    Minnesota Symposia on Child Psychology
    Book Description:

    Minnesota Symposia on Child Psychology: Volume 1 was first published in 1968. This volume introduces a series which will make available in book form the papers given at the annual symposia on child psychology sponsored by the Institute of Child Development at the University of Minnesota. Each volume will present the papers from one symposium. For each symposium a number of outstanding child psychologists are invited to present papers dealing with their own programs of research. Each participant is given the opportunity of summarizing and integrating the findings of several studies and discussing the conceptual framework or rationale for the series of studies. This volume, based on the program of the 1966 symposium, includes six papers by nine contributors: Jacob L. Gewirtz, Robert D. Hess, Virginia C. Shipman, E. Mavis Hetherington, O. Ivar Lovaas, Patrick Suppes, Lester Hyman, Max Jerman, and Burton L. White. The papers reflect current research trends in both child psychology and psychology in general, including discussions of the socialization of the child in the culture of poverty (Hess and Shipman); extensions in behavior theory based on the study of children (Gewirtz); the application of behavior theory to clinical intervention (Lovaas); the role of imitation in human learning (Lovaas, Hetherington); the use of computers in instruction and basic research (Suppes, et al.); environmental influences on cognitive processes (White, Hess and Shipman, Suppes, et al.); infant development (White); parental influences in socialization (Hetherington, Hess); and the clarification of stimulus functions (Gewirtz, Lovaas, White).

    eISBN: 978-0-8166-6293-7
    Subjects: Psychology

Table of Contents

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  1. Front Matter
    (pp. i-x)
  2. Table of Contents
    (pp. xi-2)
  3. Deprivation and Satiation of Social Stimuli as Determinants of Their Reinforcing Efficacy
    (pp. 3-56)

    There are a great variety of contextual conditions that can determine stimulus efficacy or salience for behavior at any particular moment. These conditions can qualify the functional effectiveness of stimuli in any of their roles in controlling behavior — in evoking it, in signaling occasions for its occurrence, and in strengthening or weakening behavior when made contingent upon it. They have often been termed “drive,” “set,” or “setting” conditions (the last is Kantor’s term [1959]). In analysis of behavior systems, concepts like these have evolved to order the conditions that account for the considerable variation often found in responses to apparently...

  4. Cognitive Elements in Maternal Behavior
    (pp. 57-81)

    Although socialization theory has provided a useful conceptual framework for research on the emergence of affect, aggression, and other forms of social behavior in children, the relevance of the theory to understanding the development of cognitive functioning has not been equally exploited. It is the purpose of this paper to describe a study which attempts to apply socialization theory to analysis of the growth of intellective resources and educability. The study is based on the arguments that early social experience shapes cognition, that the most significant figure in the organization of this experience is the child’s mother or mother surrogate,...

  5. The Effects of Familial Variables on Sex Typing, on Parent-Child Similarity, and on Imitation in Children
    (pp. 82-107)

    Sex typing is a process by which children acquire the values, motives, and behaviors appropriate to either males or females in their culture. Frequently it is considered to be one facet of the more general process of identification, whereby the child, through imitation or introjection, develops traits and standards similar to those of his parents. Since sex-typed behaviors appear early and since the child’s initial social encounters are with the parents, identification theorists assume that the role of the parents is particularly relevant in the development of sex typing. Various theories of identification emphasize different aspects of the child’s relationship...

  6. A Behavior Therapy Approach to the Treatment of Childhood Schizophrenia
    (pp. 108-159)

    In the late 1950’s Ayllon initiated the first large-scale investigation of the applicability of the principles of reinforcement theory to the treatment of adult schizophrenia (Ayllon & Azrin, 1965). Since then, researchers have investigated the utility of applying these principles in the modification of pathological behaviors in childhood schizophrenia (Wolf, Risley, & Mees, 1964), juvenile delinquency (Schwitzgebel & Kolb, 1964), and mental retardation (Bensberg, Colwell & Cassel, 1965; Birnbrauer, Bijou, Wolf, & Kidder, 1965). The present paper is an overview of a research project dealing with the application of reinforcement principles to childhood schizophrenia.

    Within the last few years, interest...

  7. Linear Structural Models for Response and Latency Performance in Arithmetic on Computer-Controlled Terminals
    (pp. 160-200)

    In the cognitive domain mathematics provides one of the clearest examples of complex learning and performance, for the structure of the subject itself provides numerous constraints on any adequate theory. The learning and performance models derived from the main trends of contemporary mathematical learning theory have provided an excellent predictive analysis of a large variety of experimental situations. Unfortunately, however most of these experimental situations are much simpler in structure than even the simplest corresponding parts of elementary mathematics. Because this claim is central to the motivations behind the present paper, we should like to expand on it in some...

  8. An Experimental Approach to the Effects of Experience on Early Human Behavior
    (pp. 201-226)

    At the end of his classic paper on the development of the sexual instinct in childhood (which was not grounded in formal observations of children), Freud made a plea for observational studies to test his notions. That paper was published in 1905, and to this day, no one has collected the necessary information. Until Piaget’s 1936 book on the ontogenesis of intelligence, no one had done any extensive, day-by-day tracing of the origins of intellectual ability. Since that time, no one has continued his work at the same level of study, with the possible exception of my own studies and...

  9. [Illustrations]
    (pp. None)
  10. List of Contributors
    (pp. 229-230)
  11. Index
    (pp. 233-239)