By Ruth, Ed. Porter

ISBN-10: 0470719664

ISBN-13: 9780470719664

ISBN-10: 0700013806

ISBN-13: 9780700013807

Chapter 1 Chairman's beginning comments (pages 1–2): N. E. Miller
Chapter 2 The endurance of irregular Behaviour in Monkeys Following Isolation Rearing (pages 3–37): Gene P. Sackett
Chapter three tools of Assessing the result of Psychotherapy (pages 38–60): Jerome D. Frank
Chapter four Psychodynamic evaluation of the result of Psychotherapy (pages 61–67): D. H. Malan, E. H. Rayner, H. A. Bacal, E. S. Heath and F. H. G. Balfour
Chapter five managed Trials in Behaviour treatment (pages 68–86): I. M. Marks and M. G. Gelder
Chapter 6 studying to unravel Emotional difficulties: A managed learn of Short?Term Anxiety?Provoking Psychotherapy (pages 87–99): Peter E. Sifneos
Chapter 7 easy points of studying within the Psychology and Psychopathology of the kid (pages 100–113): A. Dalla Volta and G. Mansueto Zecca
Chapter eight Psychotherapy: Placebo influence and/or studying? (pages 114–133): Stefan Leder
Chapter nine Behaviour treatment and Graded constitution (pages 134–154): Arnold A. Lazarus
Chapter 10 review of Token financial system Programmes in Psychiatric Hospitals (pages 155–185): Leonard Krasner
Chapter eleven the training part within the Dynamic Psychotherapeutic state of affairs (pages 186–200): Thomas Freeman
Chapter 12 Modelling techniques to the amendment of Phobic problems (pages 201–223): Albert Bandura
Chapter thirteen The Psychotherapeutic element within the studying technique (pages 224–245): Lawrence S. Kubie
Chapter 14 clients and chances within the improvement of Behaviour treatment (pages 246–273): Howard F. Hunt
Chapter 15 Psychoanalytic Psychology and studying concept (pages 274–293): Joseph Sandler and Walter G. Joffe
Chapter sixteen Visceral studying and different extra proof very likely acceptable to Psychotherapy (pages 294–328): Neal E. Miller
Chapter 17 Chairman's ultimate feedback (pages 329–333): N. E. Miller

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Extra resources for Ciba Foundation Symposium - The Role of Learning in Psychotherapy

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This action is usually signalled with some kind of gesture. But the inadequate mother hardly ever signals before aggression; the baby monkey is suddenly bitten or thrown without warning. H i d e : Nevertheless, all that your evidence actually shows is that animals brought up by inadequate mothers are hyperaggressive. This does not necessarily mean that they have learned this behaviour from the mothers. S a c k : I agree. Instead of learning to attack, these monkeys may have failed to learn to inhibit physical aggression.

37, 533-547. HARLOW, H. F. (1949). Psychol. , 56, 51-65. HARLOW, H. , and ARLING, G. L. (1968). Unpublished data. HARLOW, H. , DODSWORTH, R. , and HARLOW, M. K. (1965). Proc. tintn. A d . Sci. 9 54, 9 ~ 7 . HARLOW, H. , and GRIFFIN, G. A. (1965). In TheBiosocialBusisafMenta1 Retardation, pp. 87-106, eds. Osler, S. E. Baltimore: Johns Hopkins Press. M. K. (1966). Am. , 54, 234-272. HARLOW, H. , and HARLOW, HARLOW, H. , HARLOW, M. , DODSWORTH, R. , and ARLING,G. L. PYOC. Phil. , 110,58-66. HARLOW, H.

Study Child, 20, 425-438). As a young infant develops his perception of his own body image he has to develop a capacity for a positive “boundary-setting” between the representations of selfand non-self. But in the course ofhis perception ofanother, a momentary state of confusion between self and other exists. We might therefore consider the behaviour of the monkeys not only in the context of stimulusresponse learning but also from the point of view of an automatic primary identification (to use Freud’s term) or adualism (to use Piaget’s); and the influence of the momentary confusion between self and object representations must be considerable, An enormous amount oflearning must happen when boundaries are still incompletely defined.

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