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  1. Inadequacy 1 of the Old Theory. Several examples highlight a conceptual problem encountered by the existing learned helplessness hypothesis when applied to hu-man helplessness. Consider a subject in Hi-roto's experiment (1974) who is assigned to the group that received uncontrollable noise.

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  2. Jun 30, 1975 · There seem to be motivational, cognitive, and emotional effects of uncontrol-lability. (a) Motivation. Dogs that have been exposed to inescapable shocks do not subsequently initiate escape response in the presence of shock. We review parallel phenomena in cats, fish, rats, and man.

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  3. Jan 1, 2022 · The current literature on LH decomposes the concept into objective and subjective helplessness (Maier and Seligman 2016). Subjective helplessness describes LH as a learned cognitive state that occurs because of a situation that an individual cannot control and subsequent generalized expectations that they are not capable of controlling other ...

  4. Oct 31, 2023 · This timely and valuable work examines learned helplessness with reference to the salient emphases in contemporary culture of individuality and personal control. An indispensable reference of ...

  5. Seligman defines helplessness as an intuitive notion that entails the belief. that nothing one does will matter; one believes that their actions are futile (Maier & Seligman, 2016). Through multiple experiments with dogs, Seligman solidified his theories on learned. helplessness when repeated results of passiveness and helplessness were found.

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  6. Sep 15, 2022 · We develop a new perspective on various forms of psychological suffering – including attachment issues, burn-out, and fatigue complaints – by drawing on the construct of learned helplessness. We conceptualise learned helplessness in operant terms as the behavioural effects of a lack of reinforcement and in goal-directed terms as the ...

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  8. Learned helplessness refers to the phenomenon of giving up due to low perceived agency in affecting outcomes (Fincham & Cain, 1986). It has been identified as a relevant construct for underachievement based on research examining students’ resistance to challenging work (e.g., Clark & Tollefson, 1991).

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