Emergence of locus of control through transfer of functions;Formación de locus de control por transferencia de funciones

International Journal of Psychology and Psychological Therapy

Volumn 2, Issue 1, 2002, Pages 57-73

  Lozano, J Carmelo Visdómine ^a   Soriano, M Carmen Luciano ^a  

^a UNIVERSITY OF ALMERÍA   (Spain)

Author keywords

Arbitrary classes; Audience; Locus of control; Problem solving; Transfer of functions

Indexed keywords

EID: 70350650993     PISSN: 15777057     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (32)

1. Barnes, B., Lawlor, H., Smeets, P., y Roche, B. (1996). Stimulus equivalence and academic self-concept among mildly mentally handicapped and nonhandicapped children. The Psychological Record, 46, 87-107.
2. Bem, D.J. (1972). Self-perception Theory. En L. Berkowitz (ed.) Advances in experimental social psychology (vol.6) New York: Academic Press.
3. Dougher, M. J., Perkins, D., Greenway, D., Dekoons, A. y Chiasson, C. (en prensa). The contextual control of equivalence based-transformation of functions. Jounal of the Experimental Analysis of Behavior.
4. Dymond, S., y Barnes, D. (1995). A transformation of self-discrimination response functions in accordance with the arbitrarily applicable relations of sameness, more than, and, less than. Journal of the Experimental Analysis of Behavior, 64 (2), 163-184.
5. Eikeseth, S., Rosales-Ruiz, J., Duarte, A., y Baer, D. M. (1997). The quick development of equivalence classes in a paper-and-pencil format through written instructions. The Psychological Record, 47, 275-284.
6. Feather, N. T. (1961). The relationship of persistence at a task to expectation of success and achievement related motives. Journal of Abnormal and Social Psychology, 63 (3), 552-561.
7. Felton, G y Biggs, B. (1972). Teaching internalization behavior to collegiate low achievers in group psychotherapy. Psychotherapy: theory, research and practice, 9 (3), 281-283
8. Foulds, M. (1971). Changes in locus of internal-external control: a growth group experience. Comparative Group Studies, 2 (3), 293-300.
9. Grey, I. M., y Barnes, D. (1996). Stimulus equivalence and attitudes. The Psychological Record, 46, 243-270.
10. Gutiérrez, O. y Luciano, M.C. (en revisión). Cambio en verbalizaciones de autoeficacia a través de clases de equivalencia.
11. Hart, I. (1995). Individualism and collectivism as considerations in cross-cultural health research. Journal of Social Psychology, 135 (1), 97-100
12. Hayes, S. C., y Hayes, L. J. (1989). The verbal action of the listener as a bases for rule-governance. En S. C. Hayes (ed.) Rule-governed behavior: cognition, contingencies and instructional control. (Cap.5) N.Y. Plenum Press.
13. Hernández, M., Luciano, M., Visdómine, J., Gutiérrez, O. y Rodríguez, M. (2002). Transfer of say-do correspondence through stimuli equivalence classes. Comunicación presentada en Experimental Analysis of Human Behavior Group, London. U.K.
14. James, W. H., y Rotter, J. B. (1958). Partial and 100% reinforcement under chance and skill conditions. Journal of Experimental Psychology, 55, 396-403.
15. Knight, B. A. (1994). The effects of a teaching perspective of guided internality on intellectually disabled student's locus of control orientation. Educational Psychology, 14 (2), 155-166.
16. Lefcourt, H. M. (1982). Locus of control: current trend in theory and research. Hillsdale, N.J.: Earlbaum.
17. Lifshitz, M. (1973). Social locus of control dimension as a function of age and socialization milieu. Child Development, 44 (3), 538-546.
18. Littig, L. W. y Sanders, J. A. (1979). Locus of control and persistence: effects of skill and chance sets on session and postsession indices. Bulletin of the Psychonomic Society, 13 (6), 387-389
19. Luciano, M. C. (1992). Algunos significados aplicados de los tópicos de investigación básica conocidos como relaciones de equivalencia, decir y hacer y sensibilidad e insensibilidad a la contingencias. Análisis y Modificación de Conducta, 18 (62), 805-859.
20. Luciano, M. C. (2000). Applications of research on rule-governed behavior. En J. C. Leslie y D. Blackman (eds.) Experimental and Applied Analysis of Human Behavior (pp. 181-204) Reno, NV. Context Press.
21. Luciano, M. C., Gómez, I., Molina, F., y Zaldívar, F. (1998). A radical perspective on the development of self-attributional styles and rule-governed behavior. Comunicación presentada en la 24 th. Annual Convention of ABA. Orlando, U.S.A.
22. Luciano, M. C., Herruzo, J., y Barnes-Holmes, D. (2001). Generalization of say-do correspondence. The Psychological Record, 51, 111-130.
23. Luciano, M.C., Molina, F. J., Gómez, I. y Gómez, S. (2000). Thinking. Comunicación presentada en la 26 th. Annual Convention of ABA. Washington D.C., U.S.A.
24. Rotter, J. B. (1954). Social learning and Clinical Psychology. Englewood Cliffs, N. J.: Prentice Hall.
25. Rotter, J. B. (1960). Psychotherapy. Annual Review of Psychology, 11, 381-414
26. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monograph, 80, 1, (número completo).
27. Rychlak, J. F. y Eacker, J. N. (1962). The effects of anxiety, delay and reinforcement on generalized expectancies. Journal of Personality, 30 (2), 123-134.
28. Skinner, B. F. (1957/1981). Verbal Behavior. NY: Appleton Century Crofts. (Traducido en México: Trillas, 1981).
29. Skinner, B. F. (1969/1982). Contingencies of reinforcement: a theoretical analysis. Englewood Cliffs, NJ: Prentice Hall (Traducido en México: Trillas, 1982).
30. Taylor, S., y Crocker, J. (1981). Schematic bases of social information processing. En E. T. Higgins, C. P. Herman, y M. P. Zanna (eds.). Social Cognition. Hillsdale, NJ: Lawrence Erlbaum Associates, 89-134.
31. Watt, A., Keenan, M., Barnes, D., y Cairns, E. (1991). Social categorization and stimulus equivalence. The Psychological Record, 41, 33-50.
32. Wigfield, A., Eccles, J. S., Suk-Yoon, K., Harold, R., Abreton, A. J., Freedman-Doan, C. y Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: a 3-year study. Journal of Educational Psychology, 89 (3), 451-469.