A motivational view of learning, performance, and behavior modification. Export

@article{citeulike:957679, abstract = {Advances a theory of learning which wholly discards the response-reinforcement principle. It attributes learned behavior modifications to the building of central representations of contingencies between situational stimuli and incentive stimuli; certain situational stimuli are thereby turned into conditioned incentive-discriminative stimuli. It is proposed that central motivational states, generated by the joint influence of organismic-state variables and unconditioned or conditioned incentive stimuli, influence the response-eliciting potency of particular situational stimuli. The specific response form that emerges is a fresh construction created by the momentary motivational state and the spatio-temporal distribution of various distal and contact discriminative-incentive stimuli in the situation. These and related working assumptions are shown to clarify certain long-standing problems of behavior theory and to provide a basis for deriving satisfactory interpretations of several hitherto perplexing phenomena of conditioning, motivational modulation of instrumental behavior, and observational learning.}, author = {Bindra, D.}, citeulike-article-id = {957679}, citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/4424766}, citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=4424766}, issn = {0033-295X}, journal = {Psychol Rev}, keywords = {behaviorism, history, learning, motivation}, month = {May}, number = {3}, pages = {199--213}, posted-at = {2006-11-22 21:10:12}, priority = {2}, title = {A motivational view of learning, performance, and behavior modification.}, url = {http://view.ncbi.nlm.nih.gov/pubmed/4424766}, volume = {81}, year = {1974} }

TY - JOUR ID - citeulike:957679 L3 - citeulike-article-id:957679 N2 - Advances a theory of learning which wholly discards the response-reinforcement principle. It attributes learned behavior modifications to the building of central representations of contingencies between situational stimuli and incentive stimuli; certain situational stimuli are thereby turned into conditioned incentive-discriminative stimuli. It is proposed that central motivational states, generated by the joint influence of organismic-state variables and unconditioned or conditioned incentive stimuli, influence the response-eliciting potency of particular situational stimuli. The specific response form that emerges is a fresh construction created by the momentary motivational state and the spatio-temporal distribution of various distal and contact discriminative-incentive stimuli in the situation. These and related working assumptions are shown to clarify certain long-standing problems of behavior theory and to provide a basis for deriving satisfactory interpretations of several hitherto perplexing phenomena of conditioning, motivational modulation of instrumental behavior, and observational learning. IS - 3 JF - Psychol Rev SN - 0033-295X EP - 213 TI - A motivational view of learning, performance, and behavior modification. VL - 81 SP - 199 KW - behaviorism KW - history KW - learning KW - motivation AU - Bindra, D PY - 1974/05// UR - http://view.ncbi.nlm.nih.gov/pubmed/4424766 ER -