MOTIVATIONAL VIEW OF LEARNING, PERFORMANCE, AND BEHAVIOR-MODIFICATION
MOTIVATIONAL VIEW OF LEARNING, PERFORMANCE, AND BEHAVIOR-MODIFICATION
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DOI：
10.1037/h0036330
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发表时间：
1974-01-01
影响因子：
5.4
通讯作者：
BINDRA, D
中科院分区：
文献类型：
--
作者：
BINDRA, D
提出了一种完全抛弃反应强化原理的学习理论。它将习得的行为修正归因于情境刺激和激励刺激之间偶然性的中央表征的建立;某些情境刺激因此转变为条件激励-歧视刺激。有人建议，中央的动机状态，产生的共同影响的有机体状态变量和无条件或有条件的激励刺激，影响特定的情境刺激的反应引发效力。出现的特定反应形式是由瞬时动机状态和各种远端和接触歧视性激励刺激在情境中的时空分布所创建的新结构。这些和相关的工作假设，以澄清某些长期存在的问题的行为理论，并提供了一个基础，获得满意的解释迄今为止令人困惑的现象条件反射，动机调制的工具性行为，和观察学习。（2 p参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Advances a theory of learning which wholly discards the response-reinforcement principle. It attributes learned behavior modifications to the building of central representations of contingencies between situational stimuli and incentive stimuli; certain situational stimuli are thereby turned into conditioned incentive-discriminative stimuli. It is proposed that central motivational states, generated by the joint influence of organismic-state variables and unconditioned or conditioned incentive stimuli, influence the response-eliciting potency of particular situational stimuli. The specific response form that emerges is a fresh construction created by the momentary motivational state and the spatio-temporal distribution of various distal and contact discriminative-incentive stimuli in the situation. These and related working assumptions are shown to clarify certain long-standing problems of behavior theory and to provide a basis for deriving satisfactory interpretations of several hitherto perplexing phenomena of conditioning, motivational modulation of instrumental behavior, and observational learning.(2 p ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)