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Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków

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Nabywanie reakcji emocjonalnych: rekonstrukcja i rewizja eksperymentu z udziałem Małego Alberta

Przemysław Bąbel

Psychologia Rozwojowa, Tom 18, Numer 3, 2013, s. 9 - 19

https://doi.org/10.4467/20843879PR.13.013.1467

Acquisition of emotional responses: Reconstruction and revision of the Little Albert

In 1920 John B. Watson and Rosalie Rayner published the results of the study experiment describing how they had conditioned an 11-month-old boy (known as Little Albert) to fear a rat. The experiment is one of the best known and the most frequently cited empirical studies in the history of psychology. Many studies and theories suggesting the role of learning processes in the development of emotional responses were initiated by the Little Albert experiment. The article summarizes the procedures and results of the experiment reported by J.B. Watson and R. Rayner. The importance and impact of the results of the experiment on the development of psychological theories and research is discussed. Errors in the discussions of the Little Albert experiment in Polish psychological literature are identifi ed. The results of the latest historical research on the Little Albert experiment are summarized and their consequences are discussed.

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Naśladowanie a uczenie się przez obserwację.Porównanie perspektywy analizy zachowania i teorii społecznego uczenia się

Przemysław Bąbel

Psychologia Rozwojowa, Tom 19, Numer 3, 2014, s. 37 - 47

https://doi.org/10.4467/20843879PR.14.017.2304

Observational learning is one of the mechanisms of developmental change, and the skill of imitation is an important milestone in every child’s development. In order to explain imitation, cognitive psychologists turn to a covert, complex learning process, whereas behavior analysts point to the skill of generalized imitation, which is shaped during ontology, and to environmental contingencies which determine the occurrence of imitation. In case of therapy for children with developmental disabilities, if one intends to produce new teaching methods based on imitation or to optimize the existing ones, it is important to understand the mechanism underlying this way of learning. The present article will investigate imitation from the perspective of behavior analysis and the social learning theory. Not only does the former approach provide stronger empirical basis, but it also enables the design of more effective teaching methods based on imitation.

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Terapia behawioralna zaburzeń rozwoju z perspektywy analizy zachowania

Przemysław Bąbel

Psychologia Rozwojowa, Tom 16, Numer 3, 2011, s. 27 - 38

https://doi.org/10.4467/20843879PR.11.016.0189

Behavioral therapy of developmental disorders from the standpoint of behavior analysis

The article presents the characteristics and methods of therapy of developmental disorders; these methods are derived from the theory of learning and are collectively called behavioral therapy. This presentation takes the standpoint of behavior analysis i.e. a science concerned with behavior and environmental variables which affect it. The article starts with a brief overview of the most basic assumptions of behavior analysis and of the main areas of its applications. Three essential goals of behavioral therapy of developmental disorders have been indicated, and the most important methods used to achieve these goals were described. It has been suggested to classify methods of behavioral therapy according to various kinds of learning from which they are derived and to the laws of learning that constitute the mechanism of their work. Conclusion of this article emphasizes empirically proven effectiveness of behavioral therapy in the treatment of developmental disorders.

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