Frustration theory: Restatement and extension.

Maier, Norman R. F.

doi:10.1037/h0046970

Cited by 42 publications

(21 citation statements)

References 35 publications

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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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“…Regression results ( Table 3) showed that Frustration as a whole was a significant predictor of Inferiority complex ( Beta=.389 R 2 =. 25 [2] and intense frustration leading to anti-social behavior [ 42]. Intense reactions to Frustration may interfere with learning process which in turn can lead to emotional maladjustment [43].Rejected and neglected students are aggressive and disruptive [44].…”

Section: IVmentioning

confidence: 99%

Relationship between Inferiority complex and Frustration in Adolescents

Kenchappanavar¹

2012

IOSRJHSS

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“…The sex differences in the relationship of social desirability response style and learning may have been produced, as Brown suggested, by interactions of the Ss or experimental conditions with the~; there was only one~, a male, in this study. This -6interpretation is supported by the mounting evidence of such E-linked interactions in studies of anxiety and learning (Axelrod, Cowenj & Heilizer, 1956; as well as other variables (Binder, McConnell, & Sjoholm, 1957;Birney, 1958;Kanfer, 1958;Maier, 1956;Postman, Bronson, & Gropper, 1953;Rosenthal, 1958).…”

Section: Discussionmentioning

confidence: 92%

A Note on Social Desirability Response Style and Learning

Stricker¹

1962

ETS Research Bulletin Series

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In Brown's study of the learning of personality items which were paired with nonsense syllables, a major finding was that social desirability response style was related to learning measures for women but not men. A reanalysis of these results found that social desirability response style was related to delayed recall for both men and women, and confidence and immediate recall for women only. It was not related to trials to mastery, learning time, and blockings. It was concluded that this study partially supports Edwards' social desirability response style reinterpretation of studies of anxiety and learning, but that many previous studies do not.

show abstract

Frustration theory: Restatement and extension.

Cited by 42 publications

References 35 publications

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Relationship between Inferiority complex and Frustration in Adolescents

A Note on Social Desirability Response Style and Learning

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