Fortschritte der Experimentalpsychologie: Hamburger by Kurt Pawlik (auth.), Kurt Pawlik (eds.)

By Kurt Pawlik (auth.), Kurt Pawlik (eds.)

Die Beitr{ge zu diesem Band informieren }ber die Wiederentwicklung der deutschsprachigen Experimentalpsychologie nach 1945, das Theorie-Empirie-Verh{ltnis in der Experimentellen Psychologie und aktuelle Forschungsans{tze in der Ged{chtnisforschung und neuropsychologischen Angstforschung.

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Additional info for Fortschritte der Experimentalpsychologie: Hamburger Mittagsvorlesungen 1983

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These approaches do not presume to explain all motivational phenomena; their domains are more restricted (see LOCKE et ale 1981). Expectancies are assumed to have two broad categories of motivational effects. First, they determine the way of processing, and the use of the limited pool of cognitive resources, that is the learning and coping stragegies of the subjects. The second attribute of motivational effects, intensity, has not been studied as much. It refers to task involvement and the effort the subject is willing to devote to the task.

These are the questions I am going to try and answer below. We can only do that if we can first of all demonstrate that these drugs do indeed have effects in animals which are consistent with two hypotheses: one, that the animal experiences astate of anxiety; and, two, that the drugs counteract that state of anxiety. Let me give an example where that strategy probably does not work. There are also drugs which control psychoses, such as schizophrenia, the neupoleptias. If you give those drugs to animals what you discover is that they change the animal's motor behavior, they change the animal's movements.

It refers to task involvement and the effort the subject is willing to devote to the task. In reviewing a few typical experiments, I first distinguish several dimensions of the expectations involving various aspects of the learning and testing situation. Some materials to be learned are experienced as less important and are acquired only as a function of the required test, while other are considered to be so fundamental that they have to be known permanently. Subjects also learn in function of the expected type and time of questioning (d'YDEWALLE, DEGRYSE and de CORTE, 1981) and the personality characteristics of the examiner and/or rater (d'YDEWALLE, PEETERS and SWERTS, under preparation).

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