Frustration Theory: An Analysis of Dispositional Learning and Memory (Problems in the Behavioural Sciences, Series Number 11)

Amsel, Abram

ISBN 10: 0521247845 / ISBN 13: 9780521247849

Published by Cambridge University Press, 1992

About this Item

Light wear to blue boards. Jacket has creasing along top edges. Otherwise light edge wear. Rubbing. Some price-sticker remains to front and back wraps. (19).

Seller Inventory # 000585

Bibliographic Details

• Title: Frustration Theory: An Analysis of Dispositional Learning and Memory (Problems in the Behavioural Sciences, Series Number 11)
• Publisher: Cambridge University Press
• Publication Date: 1992
• Language: English
• ISBN 10: 0521247845
• ISBN 13: 9780521247849
• Binding: Hardcover
• Edition: 1st Edition
• Condition: Very Good
• Dust Jacket Condition: Good

About this title

Synopsis

We live in a world in which inconsistency is the rule rather than the exception and this is particularly true for rewards and frustrations. In some cases, rewards and frustrative non-rewards appear randomly for what seems to be the same behaviour; in others a sequence of rewards is suddenly followed by non-rewards, or large rewards by small rewards. The important common factor in these and other cases is frustration - how we learn about it and how we respond to it. This book provides a basis in learning theory and particularly in frustration theory, for a comprehension not only of the mechanisms controlling these dispositions, but also of their order of appearance in early development and, to an approximation at least, their neural underpinnings.

From the Back Cover

We live in a world in which inconsistency is the rule rather than the exception, and this is particularly true for rewards and frustrations. In some cases, rewards and frustrative nonrewards appear randomly for what seems to be the same behavior; in others a sequence of rewards is suddenly followed by nonrewards, or large rewards by small rewards. Sometimes we are rewarded for responding quickly, other times for responding slowly. The important common factor in these and other cases is frustration, how we learn about it and how we respond to it. Without our awareness, our long-term dispositions are shaped from infancy and early childhood by such inconsistency of reward and by our reactions to discrepancy, and they are marked by changes in arousal, suppression, persistence, and regression. This book provides a basis in learning theory, and particularly in frustration theory, for a comprehension not only of the mechanisms controlling these dispositions, but also of their order of appearance in early development and, to a approximation at least, their neural underpinnings. The explanatory domain of frustration theory covers a area of experimental research that has evolved over some 40 years. Written by the originator of the theory, the book provides a integrated survey of the theory's history and the experimental particulars on which it is based, tracing its development and the experimental research it has stimulated and organized.