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Dissertations / Theses on the topic 'Educational reinforcement'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Fox, James J. "Negative Reinforcement." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/161.

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Book Summary:: A teacher’s ability to manage the classroom strongly influences the quality of teaching and learning that can be accomplished. Among the most pressing concerns for inexperienced teachers is classroom management, a concern of equal importance to the general public in light of behavior problems and breakdowns in discipline that grab newspaper headlines. But classroom management is not just about problems and what to do when things go wrong and chaos erupts. It’s about how to run a classroom so as to elicit the best from even the most courteous group of students. An array of skills

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2

Fox, James J. "Differential Treatment and Reinforcement." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/160.

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Book Summary: A teacher’s ability to manage the classroom strongly influences the quality of teaching and learning that can be accomplished. Among the most pressing concerns for inexperienced teachers is classroom management, a concern of equal importance to the general public in light of behavior problems and breakdowns in discipline that grab newspaper headlines. But classroom management is not just about problems and what to do when things go wrong and chaos erupts. It’s about how to run a classroom so as to elicit the best from even the most courteous group of students. An array of skills

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3

Lowman, Judy Ann. "ADULT EDUCATION IN A MUSEUM SETTING REQUIRES REINFORCEMENT." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/227.

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This thesis addresses adult education in a museum setting and measures adult learning during and after a museum visit. While a number of studies have investigated the impact of museum visits on children’s learning, there are few studies on adult learners. This thesis is an initial effort to fill that gap. Qualitative data were gathered through interviews with 24 adult visitors at the Victor Valley Museum in Apple Valley, California. The objective was to determine which exhibits were found to be of greatest interest to the visitor. Follow-up interviews were conducted four weeks later to measure

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4

Chen, Liyu. "The impact of model-lead-test coaching on parents' implementation of reinforcement, prompting, and fading with their children with autism spectrum disorder." Thesis, West Virginia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701954.

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<p> Parents play an essential role in furthering the development of their children with special needs. They are being trained to be co-therapists for their own children. The goal is to improve the ways they interact with their children in order to create improvements in their children's everyday functioning. If the proper teaching strategies are consistently applied, a learner can significantly improve his/her performance of various life skills, including communication, self-care, social skills, along with other skill sets. Because adults' learning processes differ substantially from children'

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5

Heering, Paul William. "Using variable interval reinforcement and dependent group contingencies to increase on-task behavior in a general education classroom." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2753.

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The use of variable interval reinforcement and dependent group contingencies to increase the on-task behavior of students in general education classrooms was investigated. The study was conducted in general education third and fourth grade classrooms with 31 and 33 students, respectively. The intervention, which consisted of a classroom-wide program in which students could gain access to preferred items/activities contingent upon being on-task at random times that were unknown to them, was implemented when the students were working on mathematics. A multiple baseline design across classrooms w

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6

Montarello, Staci A. "Effects of interspersal, momentum and tangible reinforcement on the mathematics problem completion rate and on-task behavior of students with emotional disturbance." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1375505361&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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7

Foo, Chia Mun. "Learning Requires Attention for Binding Affective Reinforcement to Information Content." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/555.

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Humans are limited in their capacity to process information about the environment; to choose the most salient details to process, we have to make rapid value appraisals and prioritize our attentional resources. In this proposed study, it is expected that attention is required to learn from affective information. Learning is measured by the difference between update (the difference between the first and second estimation) and the estimation error (the difference between the average likelihood and the first estimation). Using a belief-updating paradigm, participants will be asked to estimate the

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8

Al-Safi, Abdullah Taha. "Social reinforcement and risk-taking factors to enhance creativity in Saudi Arabian school children." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296226.

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9

Romani, Patrick William. "Relations between quality of reinforcement and the persistence of task completion." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4736.

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Behavioral momentum theory (BMT) provides a theoretical framework for studying the persistence of behavior when challenged. The typical experimental arrangement to study persistence involves reinforcing a behavior according to a multiple schedules design. Unique schedules of reinforcement are programmed to each component. When steady-state responding occurs, the schedules of reinforcement are disrupted by a challenge condition (e.g., extinction, distraction, or prefeeding). The multiple schedules component that maintains the greatest level of responding during disruption is described as being

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10

Woidneck, Michelle. "Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/853.

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The implementation of schoolwide positive behavioral support (SWPBS) programs is becoming increasingly common in schools across the nation. Although a primary assumption of SWPBS is that schoolwide administration of positive supports to students who meet behavioral expectations will result in fewer behavior problems, surprisingly few studies have investigated the effects of various positive reinforcement rates (RR) on office discipline referral rates (ODR). This study investigated the relationship between RRs and ODRs among schools (N = 44) implementing SWPBS programs with high fidelity. Resul

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11

Holland, Brooke Michelle. "An evaluation of the singular and interactive effects of response effort and quality of reinforcement on food consumption." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1631.

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A feeding disorder occurs when a child does not consume enough food to meet his or her caloric needs to gain weight and grow. Approximately 25% to 40% of infants and toddlers with normal development and 33% to 80% of infants and toddlers with developmental disabilities are affected by feeding problems. Types of treatments used to address feeding problems commonly include behavioral treatments that involve escape extinction or medical procedures that involve a gastrostomy tube. Both types of treatments are associated with negative side effects. The purpose of the current study was to evaluate t

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12

Chavez, Loayza Claudia Carolina, Ruiz Cristina Cruz, Chavesta Jesus Miguel Cubas, Flores Miguel Eduardo Otoya, and Pimentel Yolanda Vasquez. "Aprendo Jugando." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/628129.

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El presente trabajo desarrolla una propuesta de negocio innovadora, viable y rentable, la cual consiste ofrecer el servicio de reforzamiento educativo para niños de nivel primario a través de una plataforma virtual que aplica la metodología de gamificación. Esta idea surgió porque existen muchos niños de 6 a 12 años que tienen un bajo rendimiento académico en las escuelas, generando problemas que conllevan a la pérdida de tiempo y dinero, ya que los padres tendrán que llevar a sus hijos a clases adicionales y lidiar con los horarios que no son flexibles. Debido a ello, se creó Aprendo Jugan

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13

Sikora, Katherine Borokhovich. "The Effects of Self-Monitoring and Positive Reinforcement on the Diet and Exercise Habits of Young Males Diagnosed with Mental Retardation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282003008.

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14

Gongola, Leah C. "The influence of a differential reinforcement of other behaviors (DRO) protocol with an embedded token economy to reduce challenging behaviors among children with autism." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227547641.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 20, 2010). Advisor: Lyle Barton. Keywords: Differential Reinforcement of Other behaviors; DRO; behavior intervention; autism; single subject design. Includes bibliographical references (p. 135-149).

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Mitchell, Angelique. "Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/79.

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The goal of this study was to ascertain student and teacher perceptions of positive behavioral interventions and supports (PBIS) effectiveness as based on PBIS tiers and other select variables: school discipline, school safety, school climate, student acceptance of PBIS reward system and administrators’ implementation of PBIS policy. Through a Pearson r correlation, analysis of variance (ANOVA), and regression test based on survey results, this study revealed which variables have the greatest significance on PBIS effectiveness. Based on the findings, it was concluded that all variables: school

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16

Stephan, Sarah Allison. "THE PREDICTIVE VALIDITY OF STIMLULUS PREFERENCE ASSESSMENTS." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1216247455.

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17

Bachmeyer, Melanie Hope. "An evaluation of motivating operations in the treatment of food refusal." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/637.

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Previous research on the assessment of pediatric feeding disorders has shown that negative reinforcement (escape) plays a major role in the maintenance of food refusal and that escape extinction (EE) may be necessary in the treatment of severe food refusal. The current study examined the influence of two potential motivating operations (MOs) on escape from bite presentations for 3 children with severe food refusal: (a) noncontingent positive reinforcement (NCR) and (b) food satiation (as a result of enteral nutritional support). The abolishing effects of NCR on negative reinforcement for refus

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18

Calderón, Abanto Gonzalo Estuardo. "Implementacion de una empresa de servicio educativo de afianzamiento con tecnologia remota." Master's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/654693.

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En el actual escenario, con alta incidencia en el uso de internet y alta competencia laboral, los desafíos en cada familia exigen que ambos padres tengan actividades laborales y en la mayoría fuera de casa. Esto imposibilita que la labor de tutoría de primer nivel sea proporcionada por los padres, especialmente en estudiantes con deficiencias en asignaturas que definen sus competencias efectivas, y opten por la alternativa de la tutoría externa. En este escenario, TUTOR se plantea como una alternativa viable para el afianzamiento de estudiantes de nivel secundario de colegios particulares

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19

Cayer, Krista Stinson. "Creating Positive Experiences: Increasing Parent Participation In A Low Income Elementary School." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000116.

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Aparicio, Landa Karol Andrea, García Lyonel Alfredo Rodríguez, Cornejo Kelly Maribel Supo, and Huauya Yeni Quispe. "Plan de negocio de una plataforma web de conexión para clases virtuales de reforzamiento nivel primario." Master's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656619.

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Un escenario en donde se tiene un nivel alto de dependencia por el limitado tiempo disponible de quien entrega el servicio; resulta ser, actualmente un escenario que comparten los padres de familia de Lima Metropolitana y Callao que contratan clases de reforzamiento escolar primario para sus hijos. Los padres presentan una alta dependencia por la disponibilidad de tiempo de la limitada oferta de profesores que contratan. Por otro lado, se tiene a profesores capacitados de nivel primaria que cuentan con horas disponibles que pueden ser aprovechadas para ofrecer algún servicio educativo de

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21

Russ, Laura Beth. "The Effects of Peer Reporting as Positive and Negative Reinforcements of Classroom Behavior." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1235092236.

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22

Thoman, James Bradley. "Assessment of influential dimensions of reinforcement and corresponding academic interventions." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413460933.

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23

Valchař, Jan. "Stavebně technologický projekt vzdělávacího komplexu UTB ve Zlíně." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2020. http://www.nusl.cz/ntk/nusl-409949.

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This thesis deal with a develop a construction technology project of the TBU educational complex in Zlín. This work includes technical report, time schedule, project of construction site equipment for 3 main stages, design of main construction machines and mechanisms, technological regulation for implementation of waterproof construction, traffic relations, control and test plan, health and safety on job site and ecology and item budget.

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24

Nickerson, Cicely Irene. "Negative Reinforcement Through Contingent Easy-Task Presentation." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4521.

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Escape from instructional demands is one of the most common functions of problem behavior. Some research suggests that a switch from difficult to easy tasks may function as a reinforcer for problem behavior. This is of particular concern for situations in which easy tasks are part of the intervention procedure to reduce problem behavior. This project examined the reinforcing effects of a switch from low-probability (low-p) to high-probability (high-p) tasks for individuals whose problem behavior was maintained by escape from demands. It also provided preliminary evidence as to the quality of r

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25

Jaeger, Michael J. "The Effects Of Differential Reinforcement Structures On Computer-Assisted Instructional Learning." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3035.

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The use of computer assisted instruction as a viable educational technology in our nation's schools has presented educators with new dilemmas and decisions. To operate these devices in the manner in which they were intended, computer software or courseware, whose cost often rivals the original cost of the computers themselves, must be purchased before their potential benefit can be realized. The most widely used type of instructional design that is inherent in these programs can be categorized under the operant theory of learning comprising the styles such as tutorial, skills building, and dri

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26

鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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27

Kunnavatana, Soraya Shanun. "Manipulating Parameters of Reinforcement to Reduce Problem Behavior without Extinction." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2298.

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Research has demonstrated that function-based interventions are most effective for addressing problem behavior. However, many function-based interventions, such as differential reinforcement of alternative behavior (DRA), rely on extinction procedures. Extinction is not feasible in all cases and can be counter-therapeutic if implemented without optimal treatment integrity. Researchers have successfully implemented DRA without extinction when various parameters of reinforcement (rate, quality, magnitude, immediacy) have been manipulated to favor alternative behavior; that is, participants engag

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28

Kirchner, Marthina Jacoba. "The relationship between locus of control and academic achievement among at risk students." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10262004-104630.

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Beus, Ben. "Conditioned Reinforcement and the Value of Praise in Children with Autism." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3848.

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Many efforts in teaching children with autism are focused on increasing the value of praise as a reward for work. Increasing the value of praise can help children with autism to work in a natural setting, without requiring constant rewards of food or toys for work. In this study, I analyzed a pairing method—a technique of providing verbal praise while simultaneously providing a food reward—to assess whether it would result in an increased value for praise for participants in the study. First, a baseline phase was conducted in which praise statements were provided as a reward for a certain task

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Frieder, Jessica Erin. "The Effects of Quality and Magnitude of Reinforcement on Choice Responding." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/431.

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The present study investigated the effects of a concurrent schedules arrangement, in which three dimensions of reinforcement (duration, attention, and stimuli) were manipulated, on choice responding, appropriate behavior, and problem behavior for three participants with disabilities who had escape-maintained problem behavior. Three experiments were conducted in which participants could choose between work, break, or problem behavior. In the first experiment, the choice analysis, three reinforcement dimensions were varied simultaneously for choice responses. In the second experiment, the com

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Lansdale, Jackie Courntey. "NCR vs DRO: Evaluation of Effectiveness, Teacher Preference, and Fidelity of Implementation." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4355.

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Abstract Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no ide

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Adams, Candace A. "Relationship of early intervention service coordination model to qualify of transition and family empowerment /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3103705.

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33

Fein, Leah R. "The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1522327587531566.

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34

Rumberger, Jessica L. "The Effects of Interspersal and Reinforcement on Math Fact Accuracy and Learning Rate." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367938103.

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35

Kirby, Tabitha Joy. "The use of reinforcement of verbalization to improve activity engagement for elementary school children with ADHD in classroom settings." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413371039.

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36

Pozulos, Jannica. "The Effects of Noncontingent Reinforcement with Signals on Problem Behavior in the Classroom Setting." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7276.

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Research has shown noncontingent reinforcement (NCR) to be an effective intervention in reducing inappropriate behavior (i.e., problem behavior) when implemented prior to its occurrence in both clinical and applied settings. Some research suggests problem behavior of teenagers and adults with disabilities may be reduced at greater rates when NCR is implemented in combination with signals (e.g., visual timers). Additional research is warranted to investigate if the positive effects of NCR can be enhanced using signals when working with young children with autism. This study evaluated the effect

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Scott, Jon. "Using Self-Monitoring and Positive Reinforcement to Increase On-Task Behavior and Independence." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3686.

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Off-task behavior is a major challenge. Various interventions have addressed this problem. Self-monitoring interventions are very effective, including the MotivAider, a self-timer that silently signals the student to observe his/her own Academic Engagement Time (AET). Studies of the MotivAider have reported increased AET., (Legge, DeBar, & Alber-Morgan, 2010; Morrison, McDougal, Black, & King-Sears, 2014) systematically faded the MotivAider to sustain increased AET. The present study replicated and extended this research using a response-dependent fading (Fox, Shores, Lindeman, & Strain, 1984)

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38

Fernando, Josephine Fatima Ajanta. "Examining the effects of reinforcement within the context of a technology-based self-monitoring intervention." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6534.

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Students with challenging behavior, including those with or at risk for emotional and behavioral disorders, demonstrate emotional, social, academic and behavioral problems that need support within and outside of school. To this end, self-monitoring has been identified through the literature as a promising approach for remediating challenging behaviors like off-task behaviors, disruptive behavior, and non-academic engagement. Although reinforcement is often included as a component of self-monitoring interventions, the literature is unclear whether reinforcement is necessary. Thus, in this study

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Hoch, Victoria Ann. "The Effects of Systematic Reinforcement on Academic Performance in Precision Teaching: An Investigation of Acquisition, Retention, and Endurance." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5041.

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The use of positive reinforcement in acquisition programming is a hallmark of Applied Behavior Analysis; however, the Precision Teaching literature reveals a lack of reporting on the use of reinforcement. The present study utilized a groups design and single case analyses to investigate the effect of programming systematic tangible reinforcement on acquisition performance, retention and endurance of academic skills with 10 typically developing students ranging from 5-7 years of age. Results indicate that for both control and experimental participants, an increase in accuracy on both See/Say si

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Choffin, Benoît. "Algorithmes d’espacement adaptatif de l’apprentissage pour l’optimisation de la maîtrise à long terme de composantes de connaissance." Electronic Thesis or Diss., université Paris-Saclay, 2021. http://www.theses.fr/2021UPASG001.

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Entre acquérir de nouvelles connaissances et revoir les anciennes pour en atténuer l’oubli, les apprenants peuvent avoir du mal à organiser efficacement leur temps d’apprentissage. Les algorithmes d’espacement adaptatif de l’apprentissage, tels SuperMemo, permettent d’aider les apprenants à résoudre cet arbitrage. Ces algorithmes planifient les révisions successives d’une même connaissance de manière optimale et personnalisée en tenant compte des besoins de chaque apprenant. Comparé à un espacement temporel entre les révisions identique pour tous les individus, plusieurs expériences montrent q

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Payne, Julie Lynn. "The Effects of Differential Lag Reinforcement on Across Session Variability Of Leisure Activities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311792125.

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Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.

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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.

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Hoch, Victoria A. "The Effects of Systematic Reinforcement on Academic Performance in Precision Teaching| An Investigation of Acquisition, Retention, and Endurance." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555555.

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<p> The use of positive reinforcement in acquisition programming is a hallmark of Applied Behavior Analysis; however, the Precision Teaching literature reveals a lack of reporting on the use of reinforcement. The present study utilized a groups design and single case analyses to investigate the effect of programming systematic tangible reinforcement on acquisition performance, retention and endurance of academic skills with 10 typically developing students ranging from 5-7 years of age. Results indicate that for both control and experimental participants, an increase in accuracy on both See/Sa

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DiGennaro, Florence Donna. "Examining the relationship between treatment integrity and student outcomes a comparison of performance feedback, goal setting and negative reinforcement procedures with teachers /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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45

Haines, Linda S. "Training children's Sunday School teachers in positive reinforcement and extinction techniques to improve classroom behavior at the First Baptist Church of Macclenny, Florida." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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46

Smith-Sebasto, Nicholas J. "Design, development, and validation of an instrument to assess the relationship between locus of control of reinforcement and environmentally responsible behavior in university undergraduate students." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1219953285.

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47

Holloway, Jill Anne. "Fostering behavioral momentum and reinforcement in the home: parents as behavioral change agents and the implications for families of children with Autism." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407141085.

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48

Harber, Melissa Marie. "EFFECTIVENESS OF A TIME OUT FROM REINFORCEMENT PACKAGE FOR ESCAPE-AINTAINED BEHAVIORS EXHIBITED BY TYPICALLY DEVELOPING CHILDREN IN HEAD START." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052009-113329/.

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This investigation identified children whose noncompliant behavior was maintained by negative reinforcement through brief functional analysis conditions and then evaluated the effectiveness of a contraindicated treatment (i.e., time-out package) for decreasing the noncompliant behavior to developmentally appropriate levels. The current results provided initial supporting data that time-out, in conjunction with other treatment variables, can be an effective strategy in reducing escape maintained noncompliance. Brief experimental analysis conditions consistent with the methodology demonstrated b

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Larks, Sherise. "Snack Food Reinforcement During Work and Non-work Hours Among U.S. Office Workers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4072.

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The current epidemic of overweight and obesity has been partly credited to a growing trend for snacking and sedentary work behaviors. The purpose of this quantitative, cross-sectional survey was to investigate whether the difference between snack food reinforcement during work and non-work hours and work food motives predicted BMI among U. S. office workers. This study was based on the theoretical framework of the individual differences theory, in the context of the behavioral choice theory and reinforcement theory. The independent variables were food reinforcement and food motives; the depend

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Lambert, Joseph Michael. "Sensitivity of Human Choice to Manipulations of Parameters of Positive and Negative Sound Reinforcement." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1945.

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The purpose of this study was to determine whether altering parameters of positive and negative reinforcement in identical ways could influence behavior maintained by each in different ways. Three undergraduate students participated in a series of assessments designed to identify preferred and aversive sounds with similar reinforcing values. Following reinforcer identification, we conducted parameter sensitivity assessments for both positive and negative reinforcers. Parameter manipulations influenced behavior in the same way across reinforcement processes for two participants. However, fo

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