Positive reinforcement as treatment for problem behavior maintained by negative reinforcement

2013 ◽  
Vol 46 (3) ◽  
pp. 699-703 ◽  
Author(s):  
Steven W. Payne ◽  
Claudia L. Dozier
Keyword(s):  
Problem Behavior ◽  
Positive Reinforcement ◽  
Negative Reinforcement

Approach and avoidance learning in patients with major depression and healthy controls: relation to anhedonia

2009 ◽  
Vol 40 (3) ◽  
pp. 433-440 ◽  
Author(s):  
H. W. Chase ◽  
M. J. Frank ◽  
A. Michael ◽  
E. T. Bullmore ◽  
B. J. Sahakian ◽  
...  
Keyword(s):  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Local Population ◽  
Reaction Times ◽  
Negative Bias ◽  
Healthy Controls ◽  
Approach And Avoidance ◽  
Depressed Patients ◽  
Increased Sensitivity ◽  
Global Reduction

BackgroundCentral to understanding of the behavioural consequences of depression has been the theory that the disorder is accompanied by an increased sensitivity to negative compared with positive reinforcement (negative bias), whereas other theorists have emphasized a global reduction in sensitivity to reinforcement in depression (blunting).MethodIn this study, we used a probabilistic selection task that was designed to examine independently rates of learning to predict both positive and negative reinforcement. Twenty-three depressed out-patients and 23 healthy controls from the local population participated in the study.ResultsNo evidence for a negative bias was observed on the task, either during acquisition of the task or during generalization of the learned information. Depressed patients responded slower on the task than controls but showed a similar modulation of reaction times (RTs) as controls following reinforcement. Evidence for blunting was observed on the training phase, as reflected in reduced trial-by-trial adjustment during this phase. However, this effect was related specifically to the severity of anhedonia, as measured by the Snaith–Hamilton Pleasure Scale (SHAPS), and was independent of overall depression severity.ConclusionsWe argue that the observation of a negative bias or blunting in a group of depressed patients may be dependent on the neuropsychological task and the symptoms of the patients tested. Our results provide insight into how these theories might be further tested.

scholarly journals Gender Differences of Smoking Perception among Adolescents in Terengganu, Malaysia

2019 ◽  
Vol 8 (2S3) ◽  
pp. 331-335
Keyword(s):  
Gender Differences ◽  
Positive Reinforcement ◽  
Weight Control ◽  
Negative Reinforcement ◽  
Short Form ◽  
Smoking Behavior ◽  
Control Factor ◽  
Male Smoker ◽  
Negative Perception ◽  
Smoking Patterns

Majority of smokers who begin smoking as adolescents are at risk for developing smoking patterns. Misperception has contributed that smokers underestimate the risks related with smoking. The aim of this study was to identify the gender differences in adolescents’ perception about smokers based on four factors. A total of 863 respondents consist of 302 male (age 21.2 ± 0.56 year) and 562 female (age 20.9 ± 0.66 year) were participated in this study. They were asked to complete a Short-Form Smoking Consequences Questionnaire (S-SCQ) in this study. The result showed female adolescence reported significantly higher discontentment rate (negative perception) for smoking compared to male. There are all four factors were affected on smoking perception relative gender included negative consequence (z=-6.321, p<0.0001), positive reinforcement (z=- 8.110, p<0.0001), negative reinforcement (z=-7.584, p<0.0001) and appetite-weight control factor (z=-6.142, p<0.0001). Female tend to have negative perception on smoking behavior compared to male that encourage the higher number of male smoker than female adolescents. In conclusion, misconceptions about the consequence and reinforcement regarding smoking are widespread among adolescent under this study. Hence, significant public anti-smoking is vital to redress these misperceptions

scholarly journals Dogs are more pessimistic if their owners use two or more aversive training methods

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Rachel A. Casey ◽  
Maria Naj-Oleari ◽  
Sarah Campbell ◽  
Michael Mendl ◽  
Emily J. Blackwell
Keyword(s):  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Mood State ◽  
Negative Mood ◽  
Domestic Dogs ◽  
Matched Pair ◽  
Training Methods ◽  
Negative Mood State ◽  
Judgement Bias ◽  
Welfare Implications

AbstractDomestic dogs are trained using a range of different methods, broadly categorised as reward based (positive reinforcement/negative punishment) and aversive based (positive punishment/negative reinforcement). Previous research has suggested associations between use of positive punishment-based techniques and undesired behaviours, but there is little research investigating the relative welfare consequences of these different approaches. This study used a judgement bias task to compare the underlying mood state of dogs whose owners reported using two or more positive punishment/negative reinforcement based techniques, with those trained using only positive reinforcement/negative punishment in a matched pair study design. Dogs were trained to discriminate between rewarded and unrewarded locations equidistant from a start box, and mean latencies recorded. Their subsequent latency to intermediate ‘ambiguous’ locations was recorded as an indication of whether these were perceived as likely to contain food or not. Dogs trained using aversive methods were slower to all ambiguous locations. This difference was significant for latency to the middle (Wilcoxon Z = − 2.380, P = 0.017), and near positive (Wilcoxon Z = − 2.447, P = 0.014) locations, suggesting that dogs trained using coercive methods may have a more negative mood state, and hence that there are welfare implications of training dogs using such methods.

scholarly journals Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

scholarly journals The Analysis of Students’ Learning Behavior In Isolated School of SMPN Satap Tojabi

2020 ◽  
Vol 2 (1) ◽  
pp. 22-27
Author(s):  
Radhiyatul Jamilah ◽  
Ray Suryadi
Keyword(s):  
Positive Reinforcement ◽  
Solar Power ◽  
Negative Reinforcement ◽  
Qualitative Approach ◽  
Third Grade ◽  
Learning Behavior ◽  
The Third ◽  
Third Grade Students ◽  
The Subject ◽  
Academic Year

The research aimed to analyze the student’s learning behavior in isolated school it was conducted in a qualitative approach in SMPN SatapTojabi, Babussalam, Lasusua Sub District, North Kolaka District, South east Sulawesi it was one of the isolated schools in North KolakaDistric, located on the mountain it was about eight kilometers from the level of land with no electricity, people still used solar power for doing an activity related to electricity. The subject was the third grade students in the academic year 2019 – 2020 with 14 students. The data was collected by using observation and interview. The result showed that they gave various behaviors, some of them were diligent, obedient, and polite some of them were lazy, always messing about, and denying. By giving positive reinforcement students were not eager to get the reward even though the teacher promised a special reward some of them were still not change the behaviors. These behavior such as did not do the homework on time, messing about when their friends start to work, do not come at class on time, and keep the class noisy. While by giving negative reinforcement some students still much less discipline and less concern about their education.

Coercion in Educational Settings

1999 ◽  
Vol 16 (2) ◽  
pp. 79-88 ◽  
Author(s):  
Murray Sidman
Keyword(s):  
Positive Reinforcement ◽  
Original Problem ◽  
Negative Reinforcement ◽  
Educational Settings ◽  
Behaviour Modification ◽  
Control Techniques ◽  
Behaviour Analysis ◽  
Applied Behaviour Analysis ◽  
Behavioural Research ◽  
Question Under Discussion

AbstractCoercion is defined as the control of behaviour through (a) punishment or the threat of punishment, or (b) negative reinforcement — the removal of punishment. The question under discussion is whether coercion is an effective and a desirable basis for applied behaviour analysis, particularly in educational settings. Because coercive control has always been characteristic of society in general, the problem requires consideration of all facets of our culture. Behaviour analysts who use or recommend coercive techniques of therapy, behaviour modification, teaching, parenting, and so on, must be viewed in that context. In many areas of society, the practice of coercion has been refined and perfected to an extent that applied behaviour analysis has never approached. Applied behavioural research therefore contributes nothing new when it applies coercive methodology. Also, coercion produces side effects that may be even less desirable than the original problem behaviour. The occasional need to use coercion to deal with emergencies does not justify the advocacy of coercion as a principle of therapy. What basic and applied behaviour analysts can offer that is new and constructive are positive reinforcement techniques for teaching new behaviour and stimulus-control techniques for establishing cognitive repertoires.

A Commentary on the Special Issue: Promoting Use of Positive Reinforcement in Schools

2020 ◽  
Vol 29 (2) ◽  
pp. 116-118
Author(s):  
C. Michael Nelson ◽  
James M. Kauffman
Keyword(s):  
Behavior Analysis ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Special Issue

In this commentary on the Beyond Behavior special issue: In Support of Positive Reinforcement, the authors ask the question of why myths and misinformation related to positive reinforcement exist. They assert that the principle of negative reinforcement may be one reason. The authors also exhort educators to use the science of behavior analysis as a means to increase the use of positive reinforcement in schools.

Central sites involved in lateral hypothalamus conditioned neural responses to acoustic cues in the rat

1987 ◽  
Vol 58 (5) ◽  
pp. 1123-1148 ◽  
Author(s):  
K. Nakamura ◽  
T. Ono ◽  
R. Tamura
Keyword(s):  
Electric Shock ◽  
Lateral Hypothalamus ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Afferent Input ◽  
Procaine Hydrochloride ◽  
Neural Responses ◽  
Tail Pinch ◽  
Aversive Stimuli ◽  
Self Stimulation

1. Unit activity in the lateral hypothalamus (LHA) of the rat was recorded during discrimination learning of cue-tone stimuli (CTS) predicting glucose (CTS1+) or intracranial self-stimulation (ICSS) (CTS2+) as positive reinforcement or electric shock (CTS1-) or tail pinch (CTS2-) as negative reinforcement. The same action, licking, was used as the behavioral response to all stimuli. Procaine hydrochloride, a local anesthetic, was microinjected into the ventral tegmental area (VTA) and the amygdala (AM). LHA neuron responses and licking were analyzed to investigate the afferent input pathway(s) responsible for LHA neural responses to conditioning CTSs in positive reinforcement and to identify the central site involved in CTS learning. Although the animals were restrained, there was no respiratory, cardiac rate, or blood pressure evidence of stress. The headholder was specially designed in our laboratory to avoid pain or discomfort to the animal. The subjects would often, after the first few sessions, voluntarily enter into position in the apparatus, presumably to obtain the reward available during the experiments. 2. In positive reinforcement, a rat was rewarded by 5 microliters of glucose or ICSS when it licked a spout. The rat licked for glucose after CTS1+ or for ICSS after CTS2+. In negative reinforcement, an aversive stimulus, either electric shock or tail pinch, was applied if the rat did not lick the spout. The electric shock and tail pinch were maintained weak enough to produce an avoidance ratio less than 20-30%, averaged in all trials. The rat licked to avoid electric shock after CTS1- or tail pinch after CTS2-. 3. Of 271 LHA neurons analyzed, 202 (74.5%) responded to either or both rewarding and aversive stimuli. The number of neurons that responded to only rewarding stimuli was relatively large (105/271), and the number that responded similarly to both rewarding and aversive stimuli was small (29/271). The effects of both glucose and ICSS, and the effects of both electric shock and tail pinch, were usually similar in neurons analyzed for both rewarding and aversive stimulation. Of 271 neurons, 173 responded differentially to rewarding and aversive stimuli. 4. Neural and behavioral responses were recorded before, during, and after local anesthesia of the VTA in 15 rats and of the AM in 14 rats. Injections of 0.3-0.8 microliters of 5% procaine hydrochloride or 0.9% saline were made at a rate of 0.3 microliters/min through guide cannulae chronically implanted in the VTA and AM, ipsilateral to the recording and ICSS sites in 29 rats that self-stimulated.(ABSTRACT TRUNCATED AT 250 WORDS)

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