By Peggy Harris
By way of interpreting you the way to make the tasks which are useful in addition to ornamental. you are going to stick with the step-by-step instructions on how you can create the animals defined and make a unique production of your personal. examine the valuable Kitty at the conceal and permit your mind's eye ask yourself contemplating areas you could
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On the circularity of the law of effect. Psychol. Bull, 1950,47,52-75. Miller, N. E. Liberalization of basic s-r concepts: Extensions to conflict behavior, moti vation and social learning. In S. ), Psychology: A study of a science. Vol. 2. New York: McGraw-Hill, 1959. Pp. 196-292. Miller, N. E. Some reflections on the law of effect produce a new alternative to drive reduction. In M. R. ), Nebraska symposium on motivation. : Univer. of Nebraska, 1963. Pp. 65-112. Miller, N. , & Dollard, J. Social learning and imitation.
T h e go mechanism does not, however, appear to b e capable of making up its own mind, although Miller does not bother to mention this deficiency. It is acti vated, or triggered, by the occurrence of things now known empiri cally to b e reinforcing, as well as by a number of others which may be. Its effect is "to intensify ongoing responses to cues and the traces of immediately preceding activities, producing a stronger intensification 44 Hardy C. Wilcoxon the more strongly the *go mechanism' is activated (Miller, 1 9 6 3 , p.
THE EMPIRICAL LAW OF E F F E C T From the swirl of controversy that surrounded the Law of Effect over the years, there emerged a generalization that nearly all psychol ogists were willing to accept: the consequence of a response is an important determiner of whether the response will b e learned. This generalization, along with its many variations, came to b e called the empirical law of effect. According to McGeoch (1942), Carr (1938) first suggested the name for this point of view that agrees to the importance of response conse quences, yet does not attempt to give theoretical reasons for their importance.