ANNUAL MEETING AMERICAN ORTHOPSYCHIATRIC ASSOCIATION, 40TH. RELEVANCE OF BEHAVIOR THEORY TO DIRECTED LEARNING IN CULTURALLY AND SOCIALLY DISADVANTAGED CHILDREN.

Autor/in	GORDON, EDMUND W.
Titel	ANNUAL MEETING AMERICAN ORTHOPSYCHIATRIC ASSOCIATION, 40TH. RELEVANCE OF BEHAVIOR THEORY TO DIRECTED LEARNING IN CULTURALLY AND SOCIALLY DISADVANTAGED CHILDREN.
Quelle	(1963), (11 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Behavior Development; Behavior Patterns; Behavior Theories; Disadvantaged Youth; Environmental Influences; Learning Activities; Social Adjustment; Student Characteristics; New York (New York) + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Environmental influence; Umwelteinfluss; Lernaktivität; Soziale Anpassung
Abstract	THE CHOICE OF GOALS AND PRACTICES TO BE UTILIZED IN APPROACHES TO EFFECTING BEHAVIORAL CHANGE IS USUALLY DETERMINED BY THE PRACTITIONER'S VIEW OF THE MECHANISMS UNDERLYING BEHAVIORAL ORGANIZATION. TWO BEHAVIOR THEORIES ARE THE PROJECTIVE VIEW AND THE REFLECTIONAL VIEW OF THE MECHANISMS UNDERLYING BEHAVIORAL ORGANIZATION. IN THE PROJECTIVE VIEW, PREDETERMINED, INTRINSIC PATTERNS ARE THOUGHT TO BE RELEASED BY STIMULATION AND PROJECTED TO THE ENVIRONMENT, WHERE THEIR SPECIFIC FORM IS FACILITATED OR INHIBITED. THE REFLECTIONAL POSITION HOLDS THAT ALL ORGANIZED PATTERNED BEHAVIORS ARE REFLECTIONS OF THE INTERACTION BETWEEN THE ORGANISM AND ITS ENVIRONMENT. SITUATIONAL PHENOMENA ARE CAUSATIVE AND MEDIATING AGENTS. WHEN BEHAVIOR THEORY IS USED TO GUIDE PRACTICE IN DIRECTED LEARNING, THE DIFFERENCES IN THE TWO POSITIONS ARE MANIFESTED IN THE GOALS, THE DESIGN AND THE MANAGEMENT OF LEARNING EXPERIENCES. CHILDREN LIVING UNDER CONDITIONS OF DEPRIVATION ARE REPORTED TO SHOW HIGH RATES OF SOCIAL MALADJUSTMENT, BEHAVIORAL DISTURBANCES, PHYSICAL DISABILITY, AND MENTAL SUBNORMALITY. POSITIVE AND NEGATIVE CHARACTERISTICS OF THESE CHILDREN ARE LISTED. SIX IMPLICATIONS OF THE REFLECTIONAL POSITION FOR DIRECTED LEARNING IN SOCIALLY AND CULTURALLY DISADVANTAGED CHILDREN ARE ALSO GIVEN.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC