Maggie does her homework primarily to gain her teacher’s approval. She has little internal desire to do her homework, although s
he does feel slight twinges of guilt when she fails to get an assignment done. Within the sequence in which internalized motivation may develop - external regulation, introjection, identification, then integration—Maggie is showing:
The rule of introjection could be clarified as a demonstration of hardheaded appropriation of others' thoughts. In the setting above, Maggie isn't being constrained by the educator to do her task which could have been viewed as a projection, yet Maggie does her task resolutely without being constrained in light of the arrangement she feels for her instructor.
The guideline of introjection, as a rule, bring about the improvement t of disguised inspiration because of the perception and arrangement being created with an outer power, In the setting over, the outside power is Maggie's instructor.
</span><span>continuous Reinforcement schedule refers to a type of reinforcement that given every single time a target behavior is initiated by the subject. This type of reinforcement is aimed to make the subject develop strong association between the behavior and the response.</span>
In simple words, de-intensification can be understood as the emotional display rule under which the individual subject to extreme emotions holds himself or herself back to not look weak or awkward in any way. This rule is applied to control emotions in extreme case like happiness while getting married or getting angry while someone is yelling at you etc.
Warfare was more important in Sparta than when it was in Athens. Athens was more concerned with education while Sparta was more concerned with training and fighting.
