ABSTRACT
In the previous chapter, the main concern was with the role of suspicions and response strategies in learning. Although the assessment of control is a form of learning in which response–outcome (R–S) contiguities are involved, an accurate assessment of control requires a more complex statistical operation. If we are to understand the relationship between stress and the perception of control, particularly in real-life contexts, it is necessary to consider some of the available evidence on contingency assessments in greater detail.
