scholarly journals Effects of reinforcement and response‐cost history on instructional control

2021 ◽  
Author(s):  
Siv Kristin Nergaard ◽  
Kalliu Carvalho Couto
Keyword(s):  
Response Cost ◽  
Instructional Control

Role of Reinforcement and Response Cost in Discrimination Learning

1983 ◽  
Vol 53 (1) ◽  
pp. 207-211 ◽  
Author(s):  
James T. Trent
Keyword(s):  
Discrimination Learning ◽  
The Other ◽  
Response Cost ◽  
Facilitative Effect ◽  
High Anxiety ◽  
The People

Level of anxiety and condition of reinforcement or response cost separately affect the rate of discrimination learning. This study examined the extent to which discrimination learning by people reporting high anxiety or low anxiety was affected by reinforcement or response cost. 40 adults volunteered and were assigned to either the feedback-only, reinforcement-only, response cost-only, or reinforcement-response cost condition. Analysis indicated that people reporting low anxiety and receiving reinforcement for correct responses and response cost for incorrect responses learned the discrimination faster than people in the other groups. A weaker demonstration of the facilitative effect of reinforcement and response cost was noted in the people reporting high anxiety.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

Response Cost and Human Aggressive Behavior

2020 ◽  
pp. 531-542
Author(s):  
Howard N. Sloane ◽  
K. Richard Young ◽  
Terri Marcusen
Keyword(s):  
Aggressive Behavior ◽  
Response Cost
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