Frederick H Kanfer
Biographic Data
| ID | 1425911 |
|---|---|
| NAME | Frederick H Kanfer |
| GIVEN NAMES | Frederick H |
| FAMILY NAME | Kanfer |
| SIGNATURE | KANFER F H |
| AFFILIATIONS | University of Oregon Medical School |
| VERIFIED | No |
| TOTAL WORKS | 40 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1955 |
| LATEST PUBLICATION YEAR | 1979 |
| H-INDEX | 4 |
Personal control, social control, and altruism
Personal control, social control, and altruism
Self-Control
This study investigated the effects of several controlling response parameters on tolerance of noxious stimulation in the cold pressor test. The duration of the delay between subjects' initiating responses and the appearance of external cues for a controlling response (landscape slides), and prior training in producing the appearance of the distractors were varied. 90 female college students were assigned to 6 groups in a factorial design. Result…
Behavioral Analysis
Source of feedback, observational learning, and attitude change
Effects of prior contractual experiences on self-control in children
Self-control training
Contracts, demand characteristics, and self-control
Self-control
The role of verbal self-instructions in children's resistance to temptation
The Maintenance of Behavior by Self-Generated Stimuli and Reinforcement
Academic Rank, Task Feedback and Self-Reinforcement in Children
This experiment explored the non-intellectual correlates of academic achievement from the perspective of research on self-regulation. Part I studied the relationship of class standing (in third and fourth grade boys) and self-reinforcement patterns. Ss evaluated their guesses on a perceptual task as Very Good or Bad. Boys of high class-standing were significantly more self-critical than boys of low class-standing. Part II explored the effects of …
Task Difficulty and Noncontingent Reinforcement Schedules as Factors in Self-Reinforcement
(1971). Task Difficulty and Noncontingent Reinforcement Schedules as Factors in Self-Reinforcement. The Journal of General Psychology: Vol. 84, No. 2, pp. 323-334
Effects of model reinforcement, expectation to perform, and task performance on model observation
Stability of Patterns of Self-Reinforcement
56 Ss were permitted to supplement a 25% reinforcement schedule on a time-estimation task (TET) with ad lib. self-rewards (SR+). on a separate word-association task (WAT), which Ss perceived as unrelated to the TET, Ss were instructed to self-administer either SR+ or self-criticism (SR—) after training on non-contingent 50% reinforcement. High self-re-warders on the TET also significantly exceeded low self-rewarders on the WAT in SR+ frequency, w…
Comparison of self-reward and self-criticism as a function of types of prior external reinforcement
Effects on Retention of Externally or Self-Reinforced Rehearsal Trials following Acquisition
During overlearning of a paired-associates task Ss were (a) given reinforcement by E for correct responses, (b) gave themselves reinforcement when they judged their response correct, or (c) received no reinforcement. Better recall and relearning scores were obtained after no reinforcement than after self-reinforcement or E-reinforcement
Effects of pretraining on self-evaluation and self-reinforcement
Influence of Age and Incentive Conditions on Children's Self-Rewards
Two experiments investigated the effects of age, incentives, and class-standing on frequency of self-reinforcement (SR) in children. In Exp. I children in classes rewarded themselves for anticipating E's response correctly, when chances for successful guessing were near zero. Younger children gave more inappropriate SRs, as did children who were rewarded with candy, and others who also observed a model's self-rewards. Children who were ranked in …
Self-Control and Tolerance of Noxious Stimulation
This study investigated the effects of several behaviors as potential self-controlling devices in the tolerance of a noxious stimulus. In a cold-pressor test, experimental groups were instructed: (1) to expect severe pain; (2) to verbalize aloud their momentary experiences; (3) to use a clock for setting a goal for tolerance; or (4) to view and describe slides, in order to enhance tolerance of the ice water. Duration of tolerance differed signifi…
Issues and Ethics in Behavior Manipulation
It is assumed that psychological techniques are now available for the modification of human behavior. This paper focuses on the implications of this technological advance for clinical psychology. The dilemma consists in the problem of justifying use of subtle influencing techniques in clinical procedures in the face of the popular assumption of the integrity, dignity and rights to freedom of the patient. The first step in the resolution of this d…
Conditioning and Transfer of Therapist Operations
Thirty-six S s listened to a series of recorded “patient's” statements simulating excerpts from therapeutic sessions of a female patient. Following each statement S s chose one of two “therapist's” comments presented on cards. The two therapist's comments were either directive or interpretive in content. Following an operant block, one group was reinforced for choosing directive (D) therapist's comments, a second group for interpretive (I) commen…
Control of Communication in Dyads by Reinforcement
This study examined effects of reinforcement on speaker vs listener role-taking in a dyad. Given the task of describing TAT cards, Ss obtained points, exchangeable for money, for talking or listening in a dyad. One S had control over the distribution of talk time, with the partner talking only upon request. The partner, E's confederate, was reinforced at a higher rate than S for talking (Group CH), an equal rate (Group HH), or a lower rate (Group…
Focal and Contextual Stimulus Variables in Verbal Conditioning
Part I of the study dealt with the development of classes of words which were characterized by within-class variation, such variation being based on the degree of class belongingness. Using a modified Q-sort and a rating procedure, it was found that groups of Ss could consistently discriminate between words within a class. Part II dealt with verbal conditioning. Using a modified Taffel procedure, Ss selected a word from a pair of words presented.…
Conditioning of Self-Reinforcing Responses
Sixty Ss guessed words flashed on a screen. No stimuli were actually presented. When Ss thought their response was correct, they asked for a token (reward) from E. SR-positive Ss were encouraged and SR-negative Ss were discouraged for judging their responses as accurate. After training, rate of “I am correct” responses was 58% in the former and 0.2% in the latter group. On a subsequent learning task, generalization of these responses was tested. …
Self-control
Self-control training
The role of verbal self-instructions in children's resistance to temptation
Verbal rate, eyeblink, and content in structured psychiatric interviews
Verbal rate, content, and adjustment ratings in experimentally structured interviews
Source of feedback, observational learning, and attitude change
Effects of prior contractual experiences on self-control in children
Comparison of self-reward and self-criticism as a function of types of prior external reinforcement
Contracts, demand characteristics, and self-control
Task Difficulty and Noncontingent Reinforcement Schedules as Factors in Self-Reinforcement
(1971). Task Difficulty and Noncontingent Reinforcement Schedules as Factors in Self-Reinforcement. The Journal of General Psychology: Vol. 84, No. 2, pp. 323-334
Effects of model reinforcement, expectation to perform, and task performance on model observation
Effects of pretraining on self-evaluation and self-reinforcement
Delay of Reward and Human Motor Learning
Verbal Conditioning
Verbal Conditioning
Prior Experimenter-Subject Interaction and Verbal Conditioning
Prior Experimenter-Subject Interaction and Verbal Conditioning
Verbal rate, content, and adjustment ratings in experimentally structured interviews
Incentive Value of Generalized Reinforcers
Incentive Value of Generalized Reinforcers
Verbal rate, eyeblink, and content in structured psychiatric interviews
Verbal Conditioning, Ambiguity, and Psychotherapy
Verbal Conditioning, Ambiguity, and Psychotherapy
Control of Verbal Behavior by Multiple Schedules
Self-Reinforcement as a Function of Degree of Learning
Self-Reinforcement as a Function of Degree of Learning
Control of Verbal Behavior by Multiple Schedules
Focal and Contextual Stimulus Variables in Verbal Conditioning
Part I of the study dealt with the development of classes of words which were characterized by within-class variation, such variation being based on the degree of class belongingness. Using a modified Q-sort and a rating procedure, it was found that groups of Ss could consistently discriminate between words within a class. Part II dealt with verbal conditioning. Using a modified Taffel procedure, Ss selected a word from a pair of words presented.…
Conditioning of Self-Reinforcing Responses
Sixty Ss guessed words flashed on a screen. No stimuli were actually presented. When Ss thought their response was correct, they asked for a token (reward) from E. SR-positive Ss were encouraged and SR-negative Ss were discouraged for judging their responses as accurate. After training, rate of “I am correct” responses was 58% in the former and 0.2% in the latter group. On a subsequent learning task, generalization of these responses was tested. …
Control of Communication in Dyads by Reinforcement
This study examined effects of reinforcement on speaker vs listener role-taking in a dyad. Given the task of describing TAT cards, Ss obtained points, exchangeable for money, for talking or listening in a dyad. One S had control over the distribution of talk time, with the partner talking only upon request. The partner, E's confederate, was reinforced at a higher rate than S for talking (Group CH), an equal rate (Group HH), or a lower rate (Group…
Issues and Ethics in Behavior Manipulation
It is assumed that psychological techniques are now available for the modification of human behavior. This paper focuses on the implications of this technological advance for clinical psychology. The dilemma consists in the problem of justifying use of subtle influencing techniques in clinical procedures in the face of the popular assumption of the integrity, dignity and rights to freedom of the patient. The first step in the resolution of this d…
Conditioning and Transfer of Therapist Operations
Thirty-six S s listened to a series of recorded “patient's” statements simulating excerpts from therapeutic sessions of a female patient. Following each statement S s chose one of two “therapist's” comments presented on cards. The two therapist's comments were either directive or interpretive in content. Following an operant block, one group was reinforced for choosing directive (D) therapist's comments, a second group for interpretive (I) commen…
Influence of Age and Incentive Conditions on Children's Self-Rewards
Two experiments investigated the effects of age, incentives, and class-standing on frequency of self-reinforcement (SR) in children. In Exp. I children in classes rewarded themselves for anticipating E's response correctly, when chances for successful guessing were near zero. Younger children gave more inappropriate SRs, as did children who were rewarded with candy, and others who also observed a model's self-rewards. Children who were ranked in …
Self-Control and Tolerance of Noxious Stimulation
This study investigated the effects of several behaviors as potential self-controlling devices in the tolerance of a noxious stimulus. In a cold-pressor test, experimental groups were instructed: (1) to expect severe pain; (2) to verbalize aloud their momentary experiences; (3) to use a clock for setting a goal for tolerance; or (4) to view and describe slides, in order to enhance tolerance of the ice water. Duration of tolerance differed signifi…
Effects on Retention of Externally or Self-Reinforced Rehearsal Trials following Acquisition
During overlearning of a paired-associates task Ss were (a) given reinforcement by E for correct responses, (b) gave themselves reinforcement when they judged their response correct, or (c) received no reinforcement. Better recall and relearning scores were obtained after no reinforcement than after self-reinforcement or E-reinforcement
Effects of pretraining on self-evaluation and self-reinforcement
Comparison of self-reward and self-criticism as a function of types of prior external reinforcement
Psychology (40 works) · Social Psychology (29 works) · Behavioral and Psychological Studies (26 works) · Cognitive psychology (24 works) · Developmental psychology (24 works) · Social Psychology (22 works) · Reinforcement (17 works) · Autism Spectrum Disorder Research (13 works) · Child and Adolescent Psychosocial and Emotional Development (10 works) · Computer Science (10 works)