By Philip C. Kendall
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Additional info for Cognitive-Behavioral Interventions. Theory, Research, and Procedures
According to this analysis, impulsiveness is best accounted for by the decline of the effectiveness of reward that results from a delay in the reward. The effectiveness of the reward decreases as a function of delay, but this decrease is different for smaller-immediate versus larger-later rewards. To the extent that the larger reward is further delayed, the smaller-immediate reward (specious) is more appealing and is, consequently, chosen. Burns and Powers (1975) tested the " c h o i c e " model of self-control in children and found no support for it.
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In A. ), Categories of human learnings. New York: Academic Press, 1964. , & Briggs, L. Principles of instructional design. New York: Holt, Rinehart & Winston, 1974. , & Davison, G. Clinical behavior therapy. New York: Holt, Rinehart & Winston, 1976. , & Parsons, J. A problem-solving model for teaching remedial arithmetic to handicapped young children. Journal of Abnormal Child Psychology, 1978, 7, 26-39. , & Ross, W. Prompting and rehearsal in short-term memory. Child Development, 1973, 44, 201-204.
Cognitive-Behavioral Interventions. Theory, Research, and Procedures by Philip C. Kendall