Treatment of Escape-Maintained Behavior with Positive Reinforcement: The Role of Reinforcement Contingency and Density

2009 ◽  
Vol 32 (3) ◽  
pp. 371-401 ◽  
Author(s):  
Einar T. Ingvarsson ◽  
Gregory P. Hanley ◽  
Katherine M. Welter
Keyword(s):  
Positive Reinforcement ◽  
Reinforcement Contingency

scholarly journals Aplikasi Teori Behavioristik dan Konstruktifistik dalam Kegiatan Pembelajaran di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

2017 ◽  
Vol 6 (2) ◽  
pp. 33
Author(s):  
Akhmad Pandu Setiawan
Keyword(s):  
Learning Theory ◽  
Positive Reinforcement ◽  
Cognitive Learning ◽  
Behavioral Changes ◽  
Negative Evaluation ◽  
Learning Approaches ◽  
The Road ◽  
And Behavior ◽  
Desirable Behavior

Behaviorism learning theory is oriented towards results that can be measured and observed. Repetition and training used so that the desired behavior can become a habit. The expected results of the implementation of this behavioristic theory is the formation of a desired behavior. The desirable behavior gets positive reinforcement and behavior that is not appropriate awarded the negative. Evaluation or assessment based on observed behavior. In theory this learned professor was not much give a lecture, but the brief instruction is followed by examples by themselves or through simulation. The purpose of this paper is to describe the application of the theory Behavioristic and konstruktifistik in learning activities at the School of Raden Wijaya Tarbiyah Mojokerto. Behavioristic learning theory emphasizes the changes in behavior as well as a result of the interaction between stimulus and response. Learning is a process of behavioral changes as a result of the interaction between stimulus and response. A person is considered to have learned if he could show changes in behavior. Although learning theory tigkah behavior began to be abandoned century, but collaborate on this theory with cognitive learning theory and the theory of other learning is essential for creating a learning approach that is appropriate and effective, because basically there is no single theory of learning that is truly suited to creating a learning approaches and effective fit. especially with constructivism learning model. The role of the faculty in constructivist learning very demanding mastery of a broad and in-depth about the material taught. A broad and deep knowledge allow a lecturer accept different views and ideas of students and also makes it possible to indicate whether or not the idea of ​​the road. Mastery of the material allows a professor to understand all kinds of roads and the model to arrive at a solution to the problem without fixed on one model.

Coercion and Contagion in Child and Adolescent Peer Relationships

2015 ◽  
Author(s):  
Timothy F. Piehler
Keyword(s):  
Problem Behaviors ◽  
Peer Relationships ◽  
Internalizing Symptoms ◽  
Positive Reinforcement ◽  
Peer Interactions ◽  
Social Processes ◽  
Future Directions ◽  
Deviancy Training ◽  
Youth Adjustment

Peer relationships during adolescence play a powerful role in youth adjustment. This chapter summarizes research regarding two distinct yet related social processes that have been observed within adolescent peer interactions to be predictive of problem behaviors: coercion and contagion. The mechanisms underlying these two processes are outlined, including positive reinforcement involved in deviancy training (a form of contagion) as well as escape conditioning involved in coercion. The chapter details some of the commonalities between the two processes as seen in adolescence as well as key differences and risk factors unique to each. Several recent studies that simultaneously examined both coercion and contagion in peer interactions are highlighted. Finally, a number of future directions are outlined, including advancing analytic methods to better understand bidirectional effects and further investigating the role of these processes in internalizing symptoms in adolescence.

Peer Coercion and Electronic Messaging

2015 ◽  
Author(s):  
Samuel E. Ehrenreich ◽  
Marion K. Underwood
Keyword(s):  
Peer Influence ◽  
Text Messaging ◽  
Positive Reinforcement ◽  
Electronic Communication ◽  
Negative Reinforcement ◽  
Peer Group ◽  
Text Message ◽  
Peer Reinforcement ◽  
Electronic Messaging

This chapter examines how features of electronic communication (text messaging, Facebook, and Twitter) make it an ideal environment for peer influence, and how positive and negative peer reinforcement via electronic communication relates to the development and perpetuation of antisocial behavior. Electronic modes of communication allow youth to be in contact with their peer group instantaneously and continuously. The continuous access provided by electronic forms of communication may intensify the role of positive and negative reinforcement processes. Electronic communication extends youths’ ability to engage in the aversive behaviors that characterize peer coercion. This immediacy also permits less aversive, positive reinforcement processes—such as laughter and encouragement—to continue even when peers are not physically together. The role of text message communication in peer coercion and deviancy training is examined, and illustrative examples are presented. The challenges associated with measuring and observing children’s involvement with an ever-changing virtual landscape are also discussed.

scholarly journals Hearing Voices, Personal Growth and Positive Reinforcement

2021 ◽  
Vol 3 (4) ◽  
pp. p9
Author(s):  
Anony Mous
Keyword(s):  
Case Report ◽  
Personal Growth ◽  
Personal Experience ◽  
Positive Reinforcement ◽  
Hearing Voices

This case report delas with the interaction of hearing voices, maslows hierarchy and the role of positive reinforcement. It begins with an account of the different ways of hearing voices can affect each level of the maslow tree and then proceeds to identify ways this can be remedied through positive reinforcement. Finally this process is illustrated with a narrative detailing my personal experience of this.

scholarly journals PARENTAL ROLE IN CHILDREN’S SPORTS ACTIVITIES IN THE CONTEXT OF ACHIEVEMENT GOAL AND SELF- DETERMINATION THEORIES

2017 ◽  
Vol 2 (105) ◽  
pp. 27-32
Author(s):  
Enrika Kromerova
Keyword(s):  
Positive Reinforcement ◽  
Negative Impact ◽  
Achievement Goal ◽  
Self Determination ◽  
The Family ◽  
Social Conduct ◽  
The Impact ◽  
Conceptual Overview ◽  
Sports Activities

Background. Aiming at understanding what influences youth sports experiences, researchers emphasize the significance of the role of the family not only in the decision to get engaged in sports activities, but also in the inclination to continue the activities. The increasing emphasis is on parental involvement and the impact of positive and negative verbal behaviour influence on the psychosocial state of children engaged in sport. The aim of this article was a conceptual overview of the family role, as the most significant microenvironment, in children’s sports activities. Methods. Analysis and discussion of scientific literature. Results. Parental behaviour entails different reactions of children engaged in sports, but on the basis of self- determination and achievement goal theories, it can be argued that the behaviour of the family should encourage athletes’ mastery orientation, and consequently, a more pro-social conduct and moral reasoning can be expected. Conclusions. Systematic literature review showed that both theories are in favour of actions and strategy, with reference to parents’ encouragement to involve children in a task, while reducing their ego functioning. It can be concluded that parents perceive their behaviour differently from that of their children, so often parents’ positive reinforcement can have a negative impact on athletes’ psychosocial state, values, behaviour and goal-setting at present and in the future.

scholarly journals The Effect of Motivational System on the Reporting Rate of Medication Errors in  Iranian Pediatric Wards

2020 ◽  
Author(s):  
laleh massah ◽  
Rouhangiz mohammadi ◽  
Namnabati Mahboobeh
Keyword(s):  
Medication Error ◽  
Medication Errors ◽  
Positive Reinforcement ◽  
Reporting Rate ◽  
Continuous Training ◽  
Motivational System ◽  
Medication Error Reporting ◽  
Before And After ◽  
Quasi Experimental

Abstract Backgrand: The rate of reporting medication errors among nurses is lower than the actual rate. The role of education, encouragement, and promotion of reporting culture can contribute to the increase of errors reporting. This study was to investigate the effect of motivational system on reporting of medication errors in pediatric wards Methods: A quasi-experimental study was done through 60 nurses working in pediatric wards of the selected hospital were selected using census sampling method. Data were collected using a questionnaire based on eight medication principles completed by the nurses before and after the intervention. The intervention in this study was a motivational program with two parts of training and positive reinforcement that was conducted in 2018 for four months. For data analysis, SPSS16 was used. Results: After the intervention, the most prevalent medication error (60%) was in the principle of right medication (related to similar name. Furthermore, the mean score of nurses' medication error reporting increased significantly in all the principles after the intervention (P <0.05). Conclusions: Motivational system increased reporting of medication errors in nurses. Therefore, the managers can improve medication care and the children safety through continuous training and encouragement in the hospitals.

scholarly journals PERAN ORANG TUA DALAM PROSES BELAJAR ANAK DI MASA PANDEMI COVID-19 DALAM MENUMBUHKAN SIKAP ILMIAH (Studi Kasus Pada Siswa Usia 10-12 Tahun pada Mata Pelajaran IPA)

2020 ◽  
Vol 12 (1) ◽  
pp. 140-164
Author(s):  
Ardiansyah Ardiansyah ◽  
Arda Arda
Keyword(s):  
Positive Reinforcement ◽  
Experimental Process ◽  
Quality Category ◽  
Role Of Parents ◽  
Scientific Attitudes ◽  
High Quality Category ◽  
Case Study Methods ◽  
At Home

The purpose of this study was to identify the role of parents in fostering children's scientific attitudes in science lessons in the midst of the pandemic situation COVID-19. The method used in this research is a case study, namely the research design used to reveal in more detail and comprehensively the situation of the object being analyzed. In addition, researchers also use qualitative case study methods used to obtain information. The results showed that the planning of planting scientific attitudes by parents was to provide opportunities for children to demonstrate scientific attitudes. The implementation of planting scientific attitudes by showing examples of scientific attitudes, providing positive reinforcement or rewards for students who show scientific attitudes, and providing opportunities for students to show scientific attitudes. The attitudes shown in the indicators of scientific attitudes studied, namely the attitude of curiosity, objective attitudes towards data and sensitive attitudes towards the environment are included in the high quality category in this study. by: (a). the ability of parents who are not sufficient in guiding / accompanying their children to study at home, especially in material that involves the experimental process in the learning process, (b). The teacher's explanation time in online learning is considered by parents to be very short which results in confusion in accompanying children to study at home, (c). inadequate facilities and infrastructure.

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