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By JoAnne Dahl,Ian Stewart,Christopher Martell, et al.New Harbinger Publications|New Harbinger Publications||Context PressAdult NonfictionPsychologyLanguage(s): EnglishOn sale date: 18.12.2013Street date: 02.01.2014Preview

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By JoAnne Dahl,Ian Stewart,Christopher Martell, et al.New Harbinger Publications|New Harbinger Publications||Context PressAdult NonfictionPsychologyLanguage(s): EnglishOn sale date: 18.12.2013Street date: 02.01.2014Preview

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Read Online or Download ACT and RFT in Relationships. Helping Clients Deepen Intimacy and Maintain Healthy Commitments Using... PDF

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Additional resources for ACT and RFT in Relationships. Helping Clients Deepen Intimacy and Maintain Healthy Commitments Using...

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The example of smiling is a particularly important one, since smiling when another person smiles is a socially powerful form of imitation and one that, especially in the case of the child-caregiver interaction, can stimulate further bonding. This form of imitation is also a precursor for more advanced forms of imitation, including echoic behavior, in which the child echoes sounds produced by the caregiver. , Farroni, Csibra, Simion, & Johnson, 2002). Eye contact is stimulating and thus reinforcing for both parties, and playing eye-contact games develops into joint attention games, in which one party draws the attention of the other to an interesting object by looking from the object to the eyes of the other person and back again.

These assumptions determine the type of answers given to questions concerning the nature of reality, truth, and science itself. For example, what is the best way to think about reality? What is the nature of truth, and thus what “counts” as scientific evidence for a proposition? Ultimately, is science about discovering lots of facts, or is it about achieving goals? Stephen C. Pepper (1942) suggested that philosophical assumptions can be organized into a small number of different worldviews, and that a person’s worldview will determine his or her answers to the sorts of questions above.

30 The Roots of Our Approach The Operant as Class Concept You should note that operant-relevant concepts, such as reinforcement, punishment, and discrimination, are functional class c­ oncepts—they are defined based on observed patterns of behavior-environment relations. One of the results of this is that stimuli or responses are not classified on the basis of presumed psychological effect or the topography of the events involved. For example, a smile might be presumed to act as a reinforcer, and a frown as a punisher, but as we have just shown, these topographies need not function so in either case.

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ACT and RFT in Relationships. Helping Clients Deepen Intimacy and Maintain Healthy Commitments Using... by JoAnne Dahl,Ian Stewart,Christopher Martell, et al.New Harbinger Publications|New Harbinger Publications||Context PressAdult NonfictionPsychologyLanguage(s): EnglishOn sale date: 18.12.2013Street date: 02.01.2014Preview


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