| Description |
1 online resource (xii, 192 pages) : illustrations. |
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data file rda |
| Series |
International library of psychology, philosophy, and scientific method |
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International library of psychology, philosophy, and scientific method.
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| Bibliography |
Includes bibliographical references (pages 179-186) and index. |
| Contents |
An introductory statement of the problem -- The origin and nature of the symbolic process as shown in the writings of American sociologists -- The social behaviouristic approach : a genetic and comparative study -- First words -- The behaviour content of symbols -- Personal pronominal symbols and symbolic learning curves -- The use of personal symbols -- The symbolic process and delayed reaction -- The nature of symbolic integration -- The self and reflective behaviour (thinking) -- Symbolic origins and the group : the content of the symbolic process -- The symbolic process and social control. |
| Summary |
"The main task of this book is an explanation of the social processes in the genesis, integration, and functioning of symbols. There is an obvious need for such a systematic treatment, and a clearer statement of these processes. It might be of interest to note that this study was preliminary to a project in delayed reaction experiments with children during the period of language beginnings, which was outlined in connection with the Child Welfare Institute at the University of Minnesota. Due to the limits of time and the lack of an adequately accessible group of children at the proper ages, this interesting sequel was not immediately practical. In describing the complex process of symbolic integration, it was convenient to use some short-hand terms--mnemic, engrams and engramic--which may not be familiar to everyone. These were used to indicate the large complex mass of physiological or material changes which remain as a result of excitation or stimulus response behaviour and which later may be re-aroused or re-activated upon proper stimulation. There is involved here a large number of residual and auxiliary responses which occur in association with subsequent stimulation. If these short-cut terms mean something different from this to some readers, or, if they prefer the more elaborate statement, the above content may be substituted for them. One of the methodological principles employed deserves special mention. The results from its use seem to justify its wider application in sociological study. It is based upon a definition of social which is broad enough to include influences in all organic groupings. It is the comparative examination of other animal groupings for social phenomena similar to those occurring in human groups. The analysis of speech behaviour also adds weight to another principle which is often not recognized clearly. This is that speech reactions are to be analysed according to the function which they perform in social behaviour. The face value of the particular words used is not so important as their response relation to the stimulus situation. Some responses to questionnaires, for instance, are nothing but attempts to create a favourable impression and not an effort to give accurate responses to particular questions. Speech reactions require a behaviouristic analysis, and by the use of the behaviouristic method reflective behaviour (thinking) and the symbolic process are actually observable and analysable. In reality the observation of reflective behaviour is an every-day occurrence"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved). |
| Subject |
Social psychology.
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Behaviorism (Psychology)
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Child development.
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Children -- Language.
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Behaviorism (Psychology) (OCoLC)fst00829955
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Child development. (OCoLC)fst00854393
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Children -- Language.
(OCoLC)fst00855024
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Social psychology. (OCoLC)fst01122816
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Psychology, Social. (DNLM)D011593
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Behaviorism. (DNLM)D001527
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Child Development. (DNLM)D002657
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Child Language. (DNLM)D002663
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| Other Form: |
Original (DLC) 28020158 |
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