The relation of frustration and motivation to the production of abnormal fixations in the rat.

Klee, James B.

doi:10.1037/h0093527

Cited by 19 publications

(16 citation statements)

References 38 publications

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“…In sharp opposition to this point of view is that of Maier and his colleagues (5,6,7,8,9). Maier (7) has suggested that what is conventionally called the 'learning function' actually often involves processes other than learning.…”

Section: Introductionmentioning

confidence: 99%

Response fixation under anxiety and non-anxiety conditions.

Ie¹

1948

Journal of Experimental Psychology

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Section: Introductionmentioning

confidence: 99%

Response fixation under anxiety and non-anxiety conditions.

Ie¹

1948

Journal of Experimental Psychology

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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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“…Subsequent studies (27,39) reporting the use of shock treatments on rats substantiate the ma1 effects of frustration and conflict. Maier (29.…”

Section: Introductionmentioning

confidence: 96%