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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

The retention of responses to classes of verbal stimuli compared with the retention of responses to specific verbal stimuli /

Lloyd, Kenneth Edward. January 1954 (has links)
No description available.
12

Verbal Reinforcement and the Autokinetic Word Technique

Hackenberg, Donald A. January 1965 (has links)
No description available.
13

The modification of nonverbal aggressive behavior thrugh verbal conditioning

Morris, Larry A. January 1967 (has links)
No description available.
14

Extinction of conditioned meaning: support for a classical conditioning model of word meaning / Word meaning

Carlson, Carl Gilbert January 1970 (has links)
Typescript. / Bibliography: leaves 102-110. / vii, 110 l tables
15

The relationship between self-reinforcement and locus of control as studied in the directed-learning paradigm with a verbal condition ing task /

Bowey, Judith Ann. January 1973 (has links) (PDF)
Thesis (B.A. Hons. 1974) from the Department of Psychology, University of Adelaide.
16

A computer simulation of a language conditioning of attitude paradigm

Nataupsky, Mark January 1974 (has links)
Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1974. / Bibliography: leaves 83-86. / viii, 86 leaves
17

Change in social desirability responses as a function of direct instructions, verbal reinforcement, role playing, and counter-conditioning

Lewin, Mark H. January 1961 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 54-57).
18

The influence of verbal reinforcement and experimenter self-disclosure on personality tests

Arlett, Christine January 1974 (has links)
Experimenter self-disclosure and verbal reinforcement of subject disclosure during an interview were both predicted to result in increased subject disclosure in a subsequent testing situation, as compared with direct instructions to the subjects to be more open.. The results indicated that for male subjects, verbal reinforcement had the predicted effect, but experimenter self-disclosure did not. Female subjects were found to be more disclosive than male subjects in general, but were relatively uninfluenced by the experimenter treatment conditions. Experimenter self-disclosure was shown to result in an increase in social evaluative anxiety and in more favourable perceptions of the self and of the experimenter in the subjects concerned. Both of these factors are discussed as having counteracted any modeling effect of experimenter self-disclosure. An interpretation of the results in terms of an interaction between subject sex, experimenter sex and experimental conditions is proposed and the implications this has for the related literature, which in general has ignored such variables as subject and experimenter sex, are discussed. / Arts, Faculty of / Psychology, Department of / Graduate
19

When to Say It: Establishing a Verbal Cue

Rulla, Emily 12 1900 (has links)
Dog trainers sometimes teach verbal cues by saying the cue as the dog is performing the desired behavior. However, there is disagreement about when to say the cue. In this study, a pet dog was trained to go to three different apparatus, the cue for each of which was given at a different time, in a multi-element design. The cue "hoop" was given just as the dog began to move to the hoop apparatus. The cue "carrier" was given as the dog was stepping into the carrier apparatus. The cue "platform" was given after the dog was sitting on the platform apparatus. To test if the dog had learned the cues, the trainer had the dog sit and gave the cue. During testing, if only the correct apparatus was present, the dog responded to all three cues. However, when all three apparatus were present, the dog only responded correctly to the "hoop" cue. This suggests that giving the cue just as the learner is beginning to perform the desired behavior is the most effective teaching method.

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