Frustration and regression: An experiment with young children.

Barker, Roger G.; Dembo, Tamara; Lewin, Kurt

doi:10.1037/11387-000

Cited by 155 publications

(96 citation statements)

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“…He divides theories of frustration into two kinds: "selfcontained theories" and theories "integrated with general behavior theory." In the first category he places Rosenzweig's (1934Rosenzweig's ( , 1944 (Barker, Dembo, & Lewin, 1941); and the frustrationfixation hypothesis (Klee, 1944;Maier, 1949Maier, , 1956. He points out that none of these theories were particularly linked to or emergent from a more general theoretical position.…”

Section: The Concept Of Frustration In Psychological Theorymentioning

confidence: 99%

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Amsel

1994

Psychonomic Bulletin & Review

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This is a precis of a book on frustration theory, whose explanatory domain includes a family of phenom~na that have been summarized by the terms dispositional learning and memory-systems that ordmarily have a long-term historical etiology, and in which the learning is relatively reflexive and the memo~implicit and not strongly episodic. The book is an attempt, in the context of stimulusre~ponse l~a~mng theOI'~' to present in some detail an animal-based model of frustration as it is appIled to a Ilmlted-but stIll large-number of these experimentally established phenomena (perhaps the largest number organized by anyone such theory). These bear some resemblance to equivalent phen~mena in humans, to which the descriptive terms arousal, suppression, persistence, and regre~sIOn have been applied. An explicit caveat is that this is a book on one particular theory of frustratIOn and not a book on frustration theories. Whereas it does address other theories of frustration its main purpose is to review a line of theorizing and experimental research that has evolved ove; some 40 years: an analysis of the status of the concept of frustration in learning theory.In the history of the scientific study of learning and memory, a number of terms have been used to describe abstract experimental paradigms that purport to represent different mechanisms of learning. In the book discussed here, I refer to several of these, the most fundamental being classical (Pavlovian) conditioning and instrumental (Thorndikian) learning. These two are central to understanding the phenomena I will call the rewardschedule effects. These phenomena depend on a variety of interactions between reward and nonreward, and they are the basis for a family of generalizations known as frustration theory.My major thesis, in general terms, is that there is inherent in such reward schedules the buildup of primary frustration, defined simply as a temporary state that results when a response is nonreinforced (or nonrewarded, in more neutral language, in the appetitive case) in the presence of a reward expectancy; that a learned or anticipatory form of this temporally labile state, based on classical conditioning, can be elicited by an originally indifferent or neutral cue; that this conditional form of frustration, like other learned states, is permanent, at least for a given situation; and that, together, the primary (unlearned) and the secondary (learned) forms can account for a number of important processes in the dynamics of instrumental behavior, summarized by four familiar behavioral concepts: arousal, suppression, persistence, and regression. These four concepts define I am greatly indebted to Elizabeth Capaldi and Michael Rashotte for their valuable suggestions for revision of an earlier draft of this precis.

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Section: The Concept Of Frustration In Psychological Theorymentioning

confidence: 99%

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Amsel

1994

Psychonomic Bulletin & Review

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“…Dembo and Rickers-Ovsiankina got their professional opportunity by authoring important topological publications in diverse fields (e.g., Barker, Dembo, & Lewin, 1941, 1943Hanfmann & Kasanin, 1942;Rickers-Ovsiankina, 1960), thanks to democratic work style of Lewin and the prominent mention in the Adams and Zener book. They maintained female professional and personal friendships from Berlin (Anitra Karsten, Bluma Zeigarnik, Gita Birenbaum, Sara Fajans, Sarah Sliosberg) but they also made new friends, chiefly with European émigrés in America (Sibylle Korch Escalona).…”

Section: Resultsmentioning

confidence: 99%

Russian women émigrées in psychology: Informal Jewish networks.

Woodward

2010

History of Psychology

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This paper uses archival sources and autobiographies to give a fuller account of the lives of three Russian women psychologists, each of whom voluntarily emigrated several years before the Third Reich. As such, their stories contribute to gender history, emigration history, and ethnic history. The characteristics of secondgeneration women in psychology seem to apply to this sample; they accepted applied or secondary positions in psychology or allied fields and came late to tenure-track positions. Some first-generation characteristics fit them also: choosing career over marriage, accepting the "family claim," and living "fractured lives." É migrée history reveals that these women found careers in the United States that could not have happened in the smaller, more restricted higher education networks of Europe. Female friendships and family ties to the Old World sustained them. All struggled with professional networking and had varying success, depending heavily upon the patronage of sympathetic male psychologists. Ethnic history shows that none identified strongly with Judaism, yet all benefited from Jewish mentors and networks of patronage. Evidence of gendered or racial discrimination in hiring practices is sparse, though it surely existed.

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“…Thus Barker, Dembo, and Lewin's (1941) experiment found that children responded to frustrating and stressful conditions by reverting to simpler and more primitive play behavior. Suedfeld and Bluck (1988) have shown that an individual's ability to differentiate and integrate various elements in the environment dramatically decreases under stressful conditions.…”

Section: The Switch From Reliance On Intelligence To Experiencementioning

confidence: 99%

Leadership experience and leadership performance.

Fiedler¹

1994

PsycEXTRA Dataset

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Frustration and regression: An experiment with young children.

Cited by 155 publications

References 0 publications

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Russian women émigrées in psychology: Informal Jewish networks.

Leadership experience and leadership performance.

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