米契尔的认知社会学习理论述评  

An Exploration into Mischel's Cognitive Social Learning Theory

作　　者：修巧艳[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《山东师范大学学报（人文社会科学版）》2004年第6期113-116,共4页Journal of Shandong Normal University(Humanities and Social Sciences)

摘　　要：　米契尔在满足延宕方面做了大量研究,取得了一些富有创新性的成果,成为这方面的头号代表人物。他在批判传统人格理论的基础上,强调个体与情境之间的相互作用,提出了五种认知社会学习个体变量,来解释个体间行为的差异,和坎特一起探讨了个体对人和情境进行分类的认知原型方法。1995年,米契尔等人扩展了社会认知方法,提出了认知-情感人格系统理论,做出了整合人格心理学的尝试。Mischel is the leading figure in the study of delay of gratification. He has done a lot of work on it and has accomplished certain innovative achievements. On the basis of criticizing the traditional personality theories, he emphasizes the interaction between the individual and the situation. He has put forward five cognitive social learning individual variables to interpret the individual behavior differences. Mischel and Cantor have studied the cognitive prototype approach used by individual to classify persons and situations. In 1995 he and Shoda extended the social cognitive approach and brought forward cognitive-affective personality system theory in an attempt to integrate personality psychology.

关 键 词：米契尔 认知社会学习理论 人格心理学 自我控制行为 满足延宕研究 认知-情感人格系统 人格变量理论 认知原型理论 

分 类 号：B848[哲学宗教—心理学]