several sports develops a generalized expectancy concerning how will they will do in an athletic setting. This is also termed freedom of movement. Generalized expectancies become increasingly stable as we accumulate experience, eventually taking on a trait-like consistency. Similarly, we generalize across related reinforcers, developing what Rotter termed need values. These needs (which resemble those described by Henry Murray) are another major determinant of behavior. Generalized expectancies and needs are the major personality variables in Rotter's theory. The influence of a generalized expectancy will be greatest when encountering novel, unfamiliar situations. As experience is gained, specific expectancies are developed regarding that situation. For example, a person's generalized expectancy for success in sports will have less influence on their actions in a sport with which they have long experience. Another conceptual equation in Rotter's theory proposes that the value of a given reinforcer is a function of the expectancy that it will lead to another reinforcing outcome and the value set upon that outcome. This is important because many social reinforcers are what behaviorists term secondary reinforcers - they have no intrinsic value, but have become linked with other, primary, reinforcers. For example, the value set on obtaining a high grade on an examination is dependent on how strongly that grade is linked (in the subjective belief system of the student) with other outcomes - which might include parental praise, graduation with honors, offers of more prestigious jobs upon graduation, etc. - and the extent to which those other outcomes are themselves valued. Rotter's social learning theory also generated many suggestions for clinical practice. Psychotherapy was largely conceptualized as expectancy modification and, to some extent, as values modification. This may be seen as an early form of cognitive-behavioral therapy. In 1959, Noam Chomsky published his criticism of Skinner's book Verbal Behavior, an extension of Skinner's initial lectures. In his review, Chomsky stated that pure stimulus-response theories of behavior could not account for the process of language acquisition, an argument that contributed significantly to psychology's cognitive revolution. He theorized that "human beings are somehow specially designed to" understand and acquire language, ascribing a definite but unknown cognitive mechanism to it. Within this context, Albert Bandura studied learning processes that occurred in interpersonal contexts and were not, in his view, adequately explained either by theories of operant conditioning or by existing models of social learning. Specifically, Bandura argued that "the weaknesses of learning