Modificación y terapia de conducta


Book Description

T. 1. Adultos. t. 2. Infancia y juventud. Aplicaciones generales.




Evolución y modificación de la conducta


Book Description

En este libro Lorez emprende un análisis penetrante de los conceptos de lo “innato” y lo “aprendido” en el comportamiento. Ninguno de los dos términos, “innato” o “aprendido” es aplicable a pautas de comportamiento completamente desarrolladas sino sólo a la procedencia de la información que constituye el requisito previo para que el comportamiento se adapte al medio. Tal información entra en el sistema orgánico ya sea a través de la especie, que la ha adquirido por mutación y selección, o a través del individuo, que la ha adquirido en la acción recíproca con su medio ambiente habitual. Por una parte, puede haber pautas de comportamiento que deben el estar adaptadas exclusivamente a información adquirida en la evolución de la especie, en tanto que, por otra parte, todo comportamiento adaptativo presupone necesariamente un mecanismo programado sobre la base de la información filogenéticamente adquirida. Ni el intercambio entre la adaptación filogenética y la modificación adaptativa ni las formas análogas en que ambas extraen información del medio –dice Lorenz- pueden eximir a los psicólogos de distinguir entre dos procesos filogenéticamente diferentes ni de rastrear hasta sus fuentes la información que está en la base de toda adaptación del comportamiento.




Human Development


Book Description

Designed for students from a wide range of backgrounds, this text takes a chronological and interdisciplinary approach to human development. With its focus on context and culture, the 8/E illustrates that the status of human development is inextricably embedded in a study of complex and changing cultures.










The Promise of Educational Psychology


Book Description

Covering the latest advanced in the field, this brief, easy-to-read introduction to educational psychology focuses on learning and teaching in subject areas and on helping students develop specific cognitive processes that are required to accomplish real academic tasks. Shows how psychological theories and research influence the development of better instructional practices and how real instructional problems influence the development of better psychological theories and research. Deals with the educational psychology of five major subject areas -- reading fluency, reading comprehension, writing, mathematics, and science. Includes three to six major cognitive processes involved in mastering the subject area in each chapter. Analyzes the types of knowledge that are needed to perform academic tasks in the domain in several chapters. Provides concrete examples and connections between cognitive research and practical educational problems. Covers the core advances in educational psychology. For educators at all levels.




Annals of Theoretical Psychology


Book Description

I have been involved in constructing a unified theory for many years, in considering the state of psychology's unity-disunity, and in generally attempt ing to persuade our profession to work on its unification. In this work I have had the opportunity to become acquainted with the works of a number of other psychologists whose statements indicated that they had something to say on these topics. I saw also that it would be very productive for psychology to have these individuals address themselves to psychology's disunity-unity, consid ered as a problem that should be confronted and addressed. In 1983 I began to indicate that it was my intention to devote a book to the topic, as seen through the eyes of a group of prominent psychologists concerned with related issues. It was very fortunate from my standpoint that Joseph Royce and later Leendert Mos, who were editing this series, were interested in this book. I accepted the former's invitation to do within the present series the book I had planned. Although I must assume responsibility for selection of the contributors, for the book's organization, and for the first editing of their papers for substance, Pro fessor Mos offered to help in an editorial capacity and I am most grateful for his contributions to the formal editing. The volume is much improved as a result of his careful efforts, which in one case involved rewriting material.




Cognitive and Behavioral Theories in Clinical Practice


Book Description

Demonstrating the importance of theory for effective clinical practice, this thought-provoking volume brings together leading experts on a range of contemporary cognitive and behavioral approaches. The contributors probe the philosophical and theoretical underpinnings of each model—its assumptions about normal psychological processes, the development and maintenance of psychopathology, and the mechanisms by which therapeutic changes take place. The historical antecedents of the theories are examined and studies that have tested them are reviewed. Vivid case studies show practitioners how theory informs clinical decision making and technique in each of the respective approaches.




Manual de Técnicas de Modificación de Conducta en Medicina Comportamental


Book Description

Modificación de conducta en la actualidad - Nuevos desarrollos en modificación de conducta : la medicina comportamental - El proceso terapéutico en modificación de conducta - Técnicas de modificación de conducta aplicable en el contexto médico - Técnicas de modificación de conducta aplicables en situaciones hospitalarias críticas - Técnicas de modificación de conducta aplicables en los principales problemas que presentan las personas que atienden al paciente hospitalizado - Eficacia de la modificación de conducta en medicina comportamental.




New Developments in Behavioral Research: Theory, Method and Application


Book Description

Originally published in 1977, these examples of research and scholarly argument were collected in honor of Professor Sidney W. Bijou. In the language of academics, they constitute a Festschrift: a festival of scholarly writing, performed to celebrate the career of a person who produced, and stimulated others to produce, exactly such contributions throughout a long, valuable, and productive professional history. Since 1955, Dr Bijou had worked almost exclusively within the approach variously labelled as the functional analysis of behavior, the experimental analysis of behavior, operant conditioning, or Skinnerian psychology. From his point of view, it seems clear, the first of these labels was the correct one. It was the principle of objective, direct, observable analysis that attracted him.