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It can be clearly seen that the behavior is basically the same although a little less ef cient without teacher commands (as it has learned to decrease its distance to the object but not the fastest way to do it) Consequently, an induced behavior was obtained in the physical agents based on the fact that every time the robot applies the correct action according to the teacher s commands, the distance to the object decreases This way, once the teacher disappears, the robot can continue with the task because it developed a satisfaction model related to the remaining sensors telling it to perform actions that reduce the distance..

(1990) A theory of goal setting and task performance Englewood Cliffs, NJ: Prentice-Hall Mallett, C J, & Hanrahan, S J (1997) Race modeling: An effective cognitive strategy for the 100 m sprinter Sport Psychologist, 11, 72 85 Mamassis, G, & Doganis, G (2004) The effects of a mental training program on juniors pre-competitive anxiety, selfconfidence, and tennis performance Journal of Applied Sport Psychology, 16, 118 137 Marchant, D, & Gibbs, P (2004) Ethical considerations in treating borderline personality in sport: A case example Sport Psychologist, 18, 317 323 Marcia, J E (1994) Ego identity and object relations In J M Masling & R F Bornstein (Eds), Empirical perspectives on object relations theory (pp 59 93) Washington, DC: American Psychological Association..

instincts, and attitudes, (b) the small child s activities and feelings, (c) control of emotions and will, (d) development of the higher faculties, (e) individual differences, (f) school processes and practices, and (g) church processes and practices (White, 1992, p 29) Much of Hall s research on childhood and that of his students culminated in his two-volume Adolescence (1904) Child psychology was not, however, uniquely the property of Hall and his university James Mark Baldwin s Mental Development in the Child and the Race (1895) and its companion volume, Social and Ethical Interpretations of Mental Development (1897), were attempts to bring a genetic account of development into the new psychology and to bridge the gap between the study of social institutions (ie, sociology) and the study of individual functioning (ie, psychology) (Cairns, 1992, p 17).

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Baldwin s contributions were eeting, for many reasons (see Cairns, 1992, p 22), among which was that his theoretical formulations were out of step with the heavy empirical emphasis prevalent in psychology at the time Similarly, Hall s in uence was limited by the critical attack from those closely tied to laboratory investigations that his questionnaire research was methodologically weak Nevertheless, Hall and Baldwin made the psychology of child development and the methods appropriate to its study part of the new psychology Individual Differences Although recapitulation theory in uenced Hall s approach to child study, the direct in uence of evolutionary theory on child study was slight (Charlesworth, 1992) However, the theory of evolution strongly in uenced the study of individual differences.

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For natural selection to serve as the primary mechanism of evolution, variation in species populations was necessary for the selection of traits that were the basis for adaptation and survival within different and changing environments Francis Galton, a cousin of Darwin, contributed to the history of psychology through his measures of physical and mental characteristics of individuals who visited his Anthropometric Laboratory The measures of physical characteristics such as head size, arm length, height and weight, and performance characteristics such as reaction time and sensory acuity, used by Galton and adapted from the tasks of the psychological laboratories, were employed as mental tests of intelligence Head size, for example was (falsely) assumed to indicate brain size and intellectual capacity, and speed of responses and visual acuity were assumed to indicate adaptability and survival capability.