Emotion (or impact) is a cross-disciplinary topic in psychology. Psychology Library variants: Emotion (12 quantity set) brings jointly as one set, or person volumes, a sequence of formerly out-of-print titles, released among 1976 and 1999. Written by means of a variety of authors from various backgrounds and spanning varied components of psychology, equivalent to scientific, cognitive, developmental and social, the set covers a variety of methods together with examine on young children and young people. a superb opportunity to realize a wealth of information and heritage in a huge box of psychology.
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Additional info for Altruistic Emotion, Cognition, and Behavior (PLE Emotion)
Batson, Coke, arid their colleagues (Batson, 1984; Batson & Coke, 1981; Batson, Duncan, Ackerman, Buckley, & Birch, 1981; Batson, O'Quin, Fultz, Vanderplus, & Isen, 1983; Coke, Batson, & McDavis, 1978; Fultz, 1982; Toi & Batson, 1982). have proposed a model of empatheticaIly induced prosocial behavior that is similar in some aspects to that of Piliavin et al. (1981, 1982). In their view, taking the perspective of a person in need tends to increase one's empathic emotional response, which, in turn, increases the potential helper's desire to see the other's need reduced (Baton, 1984; Coke et al.
1107-108). 18 2. PHILOSOPHICAL AND THEORETICAL ROOTS Some classical learning theorists have even attempted to explain moral principles such as a sense of justice exclusively in terms of reinforcement. Thus, Skinner (1971) concluded that: "The issue of fairness is often simply a matter of good husbandry. " Others have described the development of conscience as the product of classical conditioning rather than operant conditioning, as, in the words of Eysenck (1960), a "conditioned anxiety response to certain types of situations and actions [po 13]" formed by pairing certain stimuli (such as the desire to transgress) with punishments or other aversive stimuli.
In traditional learning theory or behaviorism, the forerunner of modem social learning theory, the organism is also conceptualized in nonrational terms. However, according to this perspective, people are not affectively driven, just nonrational. Moreover, the child is not viewed as being highly egoistic, merely as a passive being that must be molded by society if he or she is to adopt the appropriate moral values and behaviors. Thus, in the traditional learning-theory perspective, the individuaI's affective and cognitive functioning playa relatively minor role in development; the tools for socialization, including moral sociaIization, Iie in the hands of societal agents who control and regulate the child's behavior.
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