| Frustration Theory Contributor(s): Amsel, Abram (Author) |
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ISBN: 0521247845 ISBN-13: 9780521247849 Publisher: Cambridge University Press OUR PRICE: $139.65 Product Type: Hardcover - Other Formats Published: July 1992 Annotation: We live in a world in which inconsistency is the rule rather than the exception, and this is particularly true for rewards and frustrations. In some cases, rewards and frustrative nonrewards appear randomly for what seems to be the same behavior; in others a sequence of rewards is suddenly followed by nonrewards, or large rewards by small rewards. Sometimes we are rewarded for responding quickly, other times for responding slowly. The important common factor in these and other cases is frustration, how we learn about it and how we respond to it. Without our awareness, our long-term dispositions are shaped from infancy and early childhood by such inconsistency of reward and by our reactions to discrepancy, and they are marked by changes in arousal, suppression, persistence, and regression. This book provides a basis in learning theory, and particularly in frustration theory, for a comprehension not only of the mechanisms controlling these dispositions, but also of their order of appearance in early development and, to a approximation at least, their neural underpinnings. The explanatory domain of frustration theory covers a area of experimental research that has evolved over some 40 years. Written by the originator of the theory, the book provides a integrated survey of the theory's history and the experimental particulars on which it is based, tracing its development and the experimental research it has stimulated and organized. |
| Additional Information |
| BISAC Categories: - Psychology | Cognitive Psychology & Cognition |
| Dewey: 153.153 |
| LCCN: 91042414 |
| Series: Problems in the Behavioural Sciences |
| Physical Information: 0.9" H x 6.33" W x 9.34" (1.19 lbs) 296 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Sometimes we are rewarded for responding quickly; other times for responding slowly. The important common factor in these and other cases is frustration - how we learn about it and how we respond to it. Without our awareness, our long-term dispositions are shaped from infancy and early childhood by such inconsistency of reward and by our reactions to discrepancy, and they are marked by changes in arousal, suppression, persistance and regression. This book provides a basis in learning theory, and particularly in frustration theory, for the comprehension not only of the mechanisms controlling these dispositions, but also of their order or appearance in early development and, to an approximation at least, their neural underpinnings. |