Skip to main content
SpringerLink
Log in

Lernpsychologische Grundlagen

  • Chapter
  • First Online:
Klinische Psychologie & Psychotherapie

Zusammenfassung

In diesem Kapitel wird beschrieben, welche Rolle grundlegende Lernformen bei der Entstehung, Aufrechterhaltung und Therapie von psychischen Störungen spielen. Die Grundprinzipien und wichtigsten Begriffe der klassischen Konditionierung, der operanten Konditionierung und des Modelllernens werden erläutert. Anhand zahlreicher Beispiele und Anwendungen wird gezeigt, dass funktionales ebenso wie dysfunktionales menschliches Verhalten durch bekannte und gut erforschte Lernmechanismen erklärt werden kann. Jede (angehende) Psychotherapeutin sollte diese Mechanismen kennen, um sie in der therapeutischen Praxis zum Vorteil der Patienten einsetzen zu können.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 64.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Literatur

  • Austin, J. A., & Carr, J. E. (2000). Handbook of applied behavior analysis. Reno: Context Press.

    Google Scholar 

  • Ayllon, T., & Azrin, N. H. (1961). The token economy: A motivational system for therapy and rehabilitation. New York: Appleton-Century-Crofts.

    Google Scholar 

  • Baker, A., Mystkowski, J., Culver, N., et al. (2010). Does habituation matter? Emotional processing theory and exposure therapy for acrophobia. Behaviour Research and Therapy, 48, 1139–1143.

    PubMed  PubMed Central  Google Scholar 

  • Baldwin, J. D., & Baldwin, J. I. (2000). Behavior principles in everyday life. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A socialcognitive theory. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Bandura, A., Ross, D., & Ross, S. A. (1963). A comparative test of the status envy, social power, and secondary reinforcement theories of identificatory learning. Journal of Abnormal and Social Psychology, 67, 527–534.

    Google Scholar 

  • Barlow, D. H. (1988). Anxiety and its disorders. The nature and treatment of anxiety and panic. New York: Guilford.

    Google Scholar 

  • Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.

    Google Scholar 

  • Becker, E. S., & Rinck, M. (2000). Aufmerksamkeit und Gedächtnis bei Angst und Depression. Psychologische Rundschau, 51, 67–74.

    Google Scholar 

  • Bouton, M. E. (2007). Learning and behaviour: A contemporary synthesis. Sunderland: Sinauer Associates.

    Google Scholar 

  • Bregman, E. O. (1934). An attempt to modify the emotional attitudes of infants by the conditioned response technique. Journal of Genetic Psychology, 45, 169–198.

    Google Scholar 

  • Caspar, F. (Hrsg.). (1996). Psychotherapeutische Problemanalyse. Tübingen: DGVT.

    Google Scholar 

  • Cisler, J. M., & Koster, E. H. W. (2010). Mechanisms of attentional biases towards threat in anxiety disorders: An integrative review. Clinical Psychology Review, 30, 203–216.

    PubMed  Google Scholar 

  • Craske, M. G. (2015). Optimizing exposure therapy for anxiety disorders: An inhibitory learning and inhibitory regulation approach. Verhaltenstherapie, 25, 134–143.

    Google Scholar 

  • Craske, M. G., Kircanski, K., Zelikowsky, M., Mystkowski, J. L., Chowdhury, N., & Baker, A. (2008). Optimizing inhibitory learning during exposure therapy. Behaviour Research and Therapy, 46, 5–27.

    PubMed  Google Scholar 

  • De Houwer, J., Baeyens, F., & Field, A. P. (2005). Associative learning of likes and dislikes: Some current controversies and possible ways forward. Cognition and Emotion, 19, 161–174.

    PubMed  Google Scholar 

  • De Houwer, J., Thomas, S., & Baeyens, F. (2001). Associative learning of likes and dislikes: A review of 25 years of research on human evaluative conditioning. Psychological Bulletin, 127, 853–869.

    PubMed  Google Scholar 

  • Domjan, M. (2010). The principles of learning and behavior. Belmont: Thomson Wadsworth.

    Google Scholar 

  • Edelmann, W. (1995). Lernpsychologie. Weinheim: PVU.

    Google Scholar 

  • Ehlers, A., & Margraf, J. (1989). The psychophysiological model of panic. In P. M. G. Emmelkamp, W. Everead, F. Kraaymaat, & M. van Son (Hrsg.), Fresh perspectives on anxiety disorders. Amsterdam: Swets & Zeitlinger.

    Google Scholar 

  • Ellis, A. (1962). Reason and emotion in psychotherapy. New York: LyleStuart.

    Google Scholar 

  • Eysenck, H. J. (1959). Learning theory and behaviour therapy. Journal of Mental Science, 195, 61–75.

    Google Scholar 

  • Eysenck, M. W. (1992). Anxiety: The cognitive perspective. Hillsdale: Erlbaum.

    Google Scholar 

  • Field, A. P. (2006). I don’t like it because it eats sprouts: Conditioning preferences in children. Behaviour Research and Therapy, 44, 439–455.

    PubMed  Google Scholar 

  • Foa, E. B. (1988). What cognitions differentiate panic disorder from other anxiety disorders? Berlin: Springer.

    Google Scholar 

  • Grawe, K. (2004). Neuropsychotherapie. Göttingen: Hogrefe.

    Google Scholar 

  • Hajek, P., & Stead, L. F. (2004). Aversive smoking for smoking cessation. Cochrane Database of Systematic Reviews, 3. doi: 10.1002/14651858.CD000546.pub2.

    Google Scholar 

  • Harris, B. (1979). Whatever happened to little Albert? American Psychologist, 34, 151–160.

    Google Scholar 

  • Hawton, K., Salkovskis, P. M., Kirk, J., & Clark, D. M. (1989). Cognitive behaviour therapy for psychiatric problems: A practical guide. New York: Oxford University Press.

    Google Scholar 

  • Jacobs, G. D., Rosenberg, P. A., Friedman, R., Matheson, J., Peavy, G. M., Domar, A. D., & Benson, H. (1993). Multifactor behavioral treatment of chronic sleep-onset insomnia using stimulus control and the relaxation response: A preliminary study. Behavioral Modification, 17, 498–509.

    Google Scholar 

  • Lazarus, A. (1958). New methods in psychotherapy: A case study. South African Medical Journal, 32, 660–664.

    PubMed  Google Scholar 

  • Lewinsohn, P. M., Youngren, M. A., & Grosscup, S. J. (1979). Reinforcement and depression. In R. Depue (Hrsg.), The psychobiology of depressive disorders. New York: Academic Press.

    Google Scholar 

  • Margraf, J. (2009). Hintergründe und Entwicklung. In J. Margraf & S. Schneider (Hrsg.), Lehrbuch der Verhaltenstherapie (3. Aufl., Bd. 1). Berlin: Springer.

    Google Scholar 

  • Margraf, J., Barlow, D. H., Clark, D. M., & Telch, M. J. (1993). Psychological treatment of panic: Work in progress on outcome, active ingredients, and follow-up. Behaviour Research and Therapy, 31, 1–8.

    PubMed  Google Scholar 

  • Marks, I. M. (1987). Fears, phobias, and rituals. New York: Oxford University Press.

    Google Scholar 

  • Mazur, J. E. (2004). Lernen und Gedächtnis. München: Pearson.

    Google Scholar 

  • Meichenbaum, D. (1977). Cognitive behavior modification. New York: Plenum.

    Google Scholar 

  • Mogoase, C., David, D., & Koster, E. (2014). Clinical efficacy of attentional bias modification procedures: An updated meta-analysis. Journal of Clinical Psychology, 70, 1133–1157.

    PubMed  Google Scholar 

  • Mowrer, O. H. (1947). On the dual nature of learning: A reinterpretation of „conditioning“ and „problem-solving“. Harvard Educational Review, 17, 102–150.

    Google Scholar 

  • Mowrer, O. H., & Mowrer, W. M. (1938). Enuresis: A method for its study and treatment. American Journal of Orthopsychiatry, 8, 436–459.

    Google Scholar 

  • Paul, D., & Blumenthal, A. (1989). On the trail of little Albert. Psychological Record, 39, 547–553.

    Google Scholar 

  • Pavlov, I. P. (1927). Conditioned reflexes. New York: Oxford University Press.

    Google Scholar 

  • Rinck, M. (2016). Lernen: Ein Lehrbuch für Studium und Praxis. Kohlhammer.

    Google Scholar 

  • Rowe, M. K., & Craske, M. (1998). Effects of varied-stimulus exposure training on fear reduction and return of fear. Behaviour Research and Therapy, 36, 719–734.

    PubMed  Google Scholar 

  • Seligman, M. E. P. (1975). Helplessness: On depression, development, and death. New York: Freeman.

    Google Scholar 

  • Skinner, B. F. (1938). The behavior of organisms. New York: Appleton-Century-Crofts.

    Google Scholar 

  • Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.

    Google Scholar 

  • Sprafkin, J. N., Liebert, R. M., & Poulos, R. W. (1975). Effects of a prosocial televised example on children’s helping. Journal of Experimental Child Psychology, 20, 119–126.

    Google Scholar 

  • Thorndike, E. L. (1932). The fundamentals of learning. Columbia: Columbia University.

    Google Scholar 

  • Watson, J. B., & Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1–14.

    Google Scholar 

  • Wiers, R. W., Eberl, C., Rinck, M., Becker, E. S., & Lindenmeyer, J. (2011). Re-training automatic action tendencies changes alcoholic patients’ approach bias for alcohol and improves treatment outcome. Psychological Science, 22, 490–497.

    PubMed  Google Scholar 

  • Williams, J. M. G., Watts, F. N., MacLeod, C., & Mathews, A. (1997). Cognitive psychology and emotional disorders. New York: Wiley.

    Google Scholar 

  • Wolpe, J. (1958). Psychotherapy by reciprocal inhibition. Stanford: Stanford University Press.

    Google Scholar 

  • Zucker, D., Taylor, C. B., Brouillard, M., Ehlers, A., Margraf, J., Telch, M., et al. (1989). Cognitive aspects of panic attacks: Content, course and relationship to laboratory stressors. British Journal of Psychiatry, 155, 86–91.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Social Sciences, Chair of Clinical Psychology, Radboud University, Nijmegen, Niederlande

    Mike Rinck & Eni S. Becker

Authors
  1. Mike Rinck
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Eni S. Becker
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mike Rinck .

Editor information

Editors and Affiliations

  1. Institut für Klinische Psychologie und Psychotherapie, Technische Universität Dresden, Dresden, Germany

    Jürgen Hoyer

  2. Institut für Klinische Psychologie und Psychotherapie, Technische Universität Dresden, Dresden, Germany

    Susanne Knappe

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Rinck, M., Becker, E.S. (2020). Lernpsychologische Grundlagen. In: Hoyer, J., Knappe, S. (eds) Klinische Psychologie & Psychotherapie. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-61814-1_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-662-61814-1_4

  • Published:

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-662-61813-4

  • Online ISBN: 978-3-662-61814-1

  • eBook Packages: Psychology (German Language)

Publish with us

Policies and ethics

Search

Navigation