Cognitive social learning and participation in community development

1984 ◽  
Vol 12 (6) ◽  
pp. 689-708 ◽  
Author(s):  
Paul R. Florin ◽  
Abraham Wandersman
Keyword(s):  
Social Learning ◽  
Community Development ◽  
Cognitive Social Learning

Cognitive Social Learning Mediators of Aggression

1986 ◽  
Vol 57 (3) ◽  
pp. 700 ◽  
Author(s):  
David G. Perry ◽  
Louise C. Perry ◽  
Paul Rasmussen
Keyword(s):  
Social Learning ◽  
Cognitive Social Learning

Beliefs and Fears Underlying Type a Behaviour

1984 ◽  
Vol 54 (2) ◽  
pp. 655-662 ◽  
Author(s):  
Ronald J. Burke
Keyword(s):  
Social Learning ◽  
University Students ◽  
Psychometric Properties ◽  
Type A ◽  
Learning Model ◽  
Jenkins Activity Survey ◽  
Male And Female ◽  
Cognitive Social Learning ◽  
Activity Survey

Price proposed that Type A behaviour allows individuals to cope with fears and anxieties engendered by beliefs they develop about their environment through socialization. This study tests her cognitive social-learning model of Type A behaviour by developing measures of beliefs and fears and validating them against a standardized Type A measure, Jenkins Activity Survey. 153 male and female university students of administration responded to questionnaires, assessing 3 beliefs, 4 fears, and 4 aspects of Type A behaviour. Measures of beliefs and fears had desirable psychometric properties and produced modest relationships with Jenkins' scores.

Towards understanding loss of control

2015 ◽  
Author(s):  
Chris McCusker
Keyword(s):  
Social Learning ◽  
Implicit Memory ◽  
Learning Theory ◽  
Cognitive Processes ◽  
Social Learning Theory ◽  
Network Theory ◽  
Cognitive Assessment ◽  
Cue Reactivity ◽  
Loss Of Control ◽  
Cognitive Social Learning

Chapter 5 discusses an automatic network theory of addictive behaviours, including cognitive social learning theory and the expectancy construct, anomalies and limitations in traditional cognitive and expectancy theories, autonomic cue-reactivity phenomena, and methods of cognitive assessment, automatic cognitive processes in addictive behaviours, implicit memory structures and processes in addictive behaviours.

Body Image and Cosmetic Surgery: The Psychology of Physical Appearance

1996 ◽  
Vol 13 (4) ◽  
pp. 345-351 ◽  
Author(s):  
Thomas F. Cash
Keyword(s):  
Body Image ◽  
Social Learning ◽  
Cosmetic Surgery ◽  
Physical Appearance ◽  
Contemporary Theory ◽  
Body Images ◽  
Negative Body Image ◽  
Sole Purpose ◽  
Image Improvement ◽  
Cognitive Social Learning

The sole purpose of cosmetic surgery is the improvement of patients' body images (their attitudes about their physical appearance). This article offers an overview of contemporary theory and research on body image. The nature and prevalence of negative body image experiences are delineated. A cognitive social learning model elucidates dysfunctional body image development, including its predisposing, precipitating, and maintaining causes. The author describes his psychotherapeutic program for body image improvement and its potential adjunctive utility in the treatment of patients who receive cosmetic surgery.

Stable individual differences in situation‐behaviour, construct‐behaviour, and goal‐behaviour relations

1993 ◽  
Vol 7 (3) ◽  
pp. 139-158 ◽  
Author(s):  
Willem Claeys ◽  
Luc Timmers ◽  
Karen Phalet
Keyword(s):  
Individual Differences ◽  
Social Learning ◽  
Psychology Students ◽  
The Other ◽  
First Year ◽  
Situational Characteristics ◽  
Cognitive Social Learning ◽  
The One ◽  
Interpersonal Situations ◽  
Practical Implications

This study starts from a cognitive‐social‐learning conceptualization of the contribution of static person by situation interaction to overt behaviour variance. Individual differences in the relation between, on the one hand, situational variation in behaviour and, on the other hand, situational variation in objective situational characteristics, situational variation in construed situational characteristics, and situational variation in goals‐in‐situations were systematically investigated. Thirty‐six first‐year psychology students had to freely generate and briefly describe 20 interpersonal situations that they had encountered during the last year. Afterwards, they had to rate each situation for four basic behavioural continua, eight supplied objective situational characteristics, eight supplied constructs, and eight supplied goals. Correlational analysis revealed many stable individual differences, not only in degree, but also in direction (sign) of situation‐behaviour, construct–behaviour, and goal–behaviour relations. These relational variables could be reduced to seven relational factorial dimensions. The theoretical and practical implications of these findings are discussed.

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