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Journal articles on the topic 'Educational reinforcement'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

BENNANE, Abdellah. "Adaptive Educational Software by Applying Reinforcement Learning." Informatics in Education 12, no. 1 (2013): 13–28. http://dx.doi.org/10.15388/infedu.2013.02.

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Pusparini, Desy. "Giving Reinforcement with 2.0 Framework by Teacher: A Photovoice of Undergraduate Students in the EFL Classroom." JSSH (Jurnal Sains Sosial dan Humaniora) 3, no. 1 (2019): 21. http://dx.doi.org/10.30595/jssh.v3i1.3841.

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Abstract - Reinforcement has been used in many areas of educational institution. In the learning activity, reinforcements are given by the teacher as feedback for what students have done. By using reinforcement in the learning activity, the students are expected to feel comfortable to show themselves by responding questions, giving feedback, and expressing their opinions in the class. This study aims to investigate the effect of giving reinforcement by the teacher towards student's learning motivation. This research used the photovoice method and SHOWeD Analysis. The participants are 27 studen

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Sidman, Murray. "Coercion in Educational Settings." Behaviour Change 16, no. 2 (1999): 79–88. http://dx.doi.org/10.1375/bech.16.2.79.

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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, mus

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Rodrigues, Jonas Almeida, Patrícia Aleixo dos Santos, Wagner Baseggio, Silmara Aparecida Milori Corona, Regina Guenka Palma-Dibb, and Patrícia Petromilli Nordi Sasso Garcia. "Oral Hygiene Indirect Instruction and Periodic Reinforcements: Effects on Index Plaque in Schoolchildren." Journal of Clinical Pediatric Dentistry 34, no. 1 (2009): 31–34. http://dx.doi.org/10.17796/jcpd.34.1.n426k2862m42r67n.

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The aim of this study was to evaluate the effectiveness of the indirect instruction and the influence of the periodic reinforcement on the plaque index in schoolchildren. Forty schoolchildren aged from 7 to 9 years old were selected from a public school. After determining the initial O'Leary Plaque Index all schoolchildren were submitted to a program for oral hygiene through indirect instruction –"The Smiling Robot". The schoolchildren were divided into 2 groups: with and without motivation reinforcement. The index plaque exam was performed in both groups after 30, 60 and 90 days of the educat

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Muharib, Reem, and Robert C. Pennington. "My Student Cannot Wait! Teaching Tolerance Following Functional Communication Training." Beyond Behavior 28, no. 2 (2019): 99–107. http://dx.doi.org/10.1177/1074295619852106.

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Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it often requires educators to reinforce alternative responses at high rates. In this discussion article, we describe three procedures (delay to reinforcement, chained schedules of reinforcement, and multiple schedules of reinforcement) that can be used

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6

Kennedy, Craig H. "Automatic reinforcement: Oxymoron or hypothetical construct?" Journal of Behavioral Education 4, no. 4 (1994): 387–95. http://dx.doi.org/10.1007/bf01539540.

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7

park, geun soo, and Juhu Kim. "Analysis on Educational Requirements for Reinforcement of Lifelong Educator’s Role." Journal of Lifelong Learning Society 8, no. 3 (2012): 35–57. http://dx.doi.org/10.26857/jlls.2012.12.8.3.35.

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8

Gamoran, Adam, and Robert D. Mare. "Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?" American Journal of Sociology 94, no. 5 (1989): 1146–83. http://dx.doi.org/10.1086/229114.

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9

Downing, Joyce Anderson, Mary Ross Moran, Brenda Smith Myles, and Christine K. Ormsbee. "Using Reinforcement in the Classroom." Intervention in School and Clinic 27, no. 2 (1991): 85–90. http://dx.doi.org/10.1177/105345129102700205.

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10

Vargo, Kristina K. "A Teacher’s Guide to Using a Multiple Schedule of Reinforcement in Educational Settings." Intervention in School and Clinic 56, no. 1 (2020): 36–42. http://dx.doi.org/10.1177/1053451220910745.

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Classroom teachers are responsible for providing high-quality instruction to multiple students simultaneously. When students engage in problem behaviors, instructional quality and instructional time may be negatively impacted. A multiple schedule of reinforcement is a behavioral intervention strategy that allows teachers to signal to students specific contexts under which behaviors will be reinforced (and also not reinforced). This article defines and describes a multiple schedule of reinforcement, its utility in educational settings, and recommendations for effective implementation.

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Yazıcıoğlu, Tansel. "An Analysis of the Use of Secondary Reinforcers by Pre-School Teachers for the Students with Special Needs in Inclusive Classes." Journal of Education and Training Studies 8, no. 4 (2020): 1. http://dx.doi.org/10.11114/jets.v8i4.4655.

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Reinforcement is one of the widely used practices in today's educational environments. Teachers often use reinforcement as a form of discipline in the classroom, and these reinforcements allow students to learn new ideas, skills, and rules. Reinforcers can be used effectively in teaching of the social and academic skills as well as in reducing or eliminating problem behaviors. Therefore, this study aims at identifying how pre-school teachers in inclusive classes employ secondary reinforcers for the students with special needs. The study is designed as a descriptive research. The participants o

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12

Carton, John S., Stephen Nowicki, and Ginger M. Balser. "An Observational Study of Antecedents of Locus of Control of Reinforcement." International Journal of Behavioral Development 19, no. 1 (1996): 161–75. http://dx.doi.org/10.1177/016502549601900112.

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Locus of control of reinforcement refers to a generalised problem-solving expectancy reflecting the degree to which individuals perceive reinforcements as contingent on their own behaviour (internal control) or on some external force such as luck, chance, or fate (external control). The present study tested predictions based on Rotter's social learning theory that mothers of children with internal control expectancies would provide more contingent reinforcement, support, and encouragement of independence than mothers of children with external control expectancies. The interaction of 51 childre

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13

Iglesias, Ana, Paloma Martínez, Ricardo Aler, and Fernando Fernández. "Reinforcement learning of pedagogical policies in adaptive and intelligent educational systems." Knowledge-Based Systems 22, no. 4 (2009): 266–70. http://dx.doi.org/10.1016/j.knosys.2009.01.007.

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14

Petursdottir, Anna Ingeborg, and James R. Mellor. "Reinforcement Contingencies in Language Acquisition." Policy Insights from the Behavioral and Brain Sciences 4, no. 1 (2016): 25–32. http://dx.doi.org/10.1177/2372732216686083.

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Childhood language delays and language impairments negatively impact educational outcomes and quality of life. In spite of previously prevailing views to the contrary, evidence suggests that children’s language acquisition is affected by contingent responses of caregivers and conversation partners, as well as by the other consequences of speaking. In other words, reinforcement contingencies play a role in language acquisition. Decades of ongoing research have documented how to arrange reinforcement contingencies to support acquisition of language and communication skills in children with varyi

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15

Kennelly, Kevin J., Donald Dietz, and Patricia Benson. "Reinforcement schedules, effort vs. Ability attributions, and persistence." Psychology in the Schools 22, no. 4 (1985): 459–64. http://dx.doi.org/10.1002/1520-6807(198510)22:4<459::aid-pits2310220416>3.0.co;2-g.

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16

Axelrod, Saul, Gail McGregor, Judith Sherman, and Carolynn Hamlet. "Effects of Video Games as Reinforcers for Computerized Addition Performance." Journal of Special Education Technology 9, no. 1 (1987): 1–8. http://dx.doi.org/10.1177/016264348700900101.

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This study examined the effects of video games as reinforcers for computer-assisted math performance Four students were presented with addition problems on a computer for 15 minutes daily. Using a multielement design, all students were exposed to two variable ratio (VR 10 and VR 5) and a No-Games reinforcement condition. Neither schedule of reinforcement increased student accuracy or had a substantial effect on the rate of correct responses. In the No-Games reinforcement condition, students had more opportunities to respond and a greater number of correct answers. The authors suggest that prog

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17

Jung, Janis, Barbara Krahé, and Robert Busching. "Beyond the positive reinforcement of aggression." International Journal of Behavioral Development 42, no. 1 (2016): 73–82. http://dx.doi.org/10.1177/0165025416671613.

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Being surrounded by peers who are accepting of aggression is a significant predictor of the development and persistence of aggression in childhood and adolescence. Whereas past research has focused on social reinforcement mechanisms as the underlying processes, the present longitudinal study analysed the role of external control beliefs as an additional mediator explaining the link between peers’ acceptance of aggression and the development of aggressive behaviour. Drawing on a large community sample of N = 1,466 male and female children and adolescents from Germany aged between 10 and 18 year

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18

Biederman, G. B. "The negative effects of positive reinforcement." Journal of Autism and Developmental Disorders 23, no. 2 (1993): 415–16. http://dx.doi.org/10.1007/bf01046230.

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19

Gunter, Philip L., R. Kenton Denny, Susan L. Jack, Richard E. Shores, and C. Michael Nelson. "Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and their Teachers." Behavioral Disorders 18, no. 4 (1993): 265–74. http://dx.doi.org/10.1177/019874299301800405.

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This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructi

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20

Kelshaw-Levering, Kimberly, Heather E. Sterling-Turner, Jennifer R. Henry, and Christopher H. Skinner. "Randomized interdependent group contingencies: Group reinforcement with a twist." Psychology in the Schools 37, no. 6 (2000): 523–33. http://dx.doi.org/10.1002/1520-6807(200011)37:6<523::aid-pits5>3.0.co;2-w.

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21

Biederman, Gerald B., Valerie A. Davey, Christine Ryder, and Dina Franchi. "The Negative Effects of Positive Reinforcement in Teaching Children with Developmental Delay." Exceptional Children 60, no. 5 (1994): 458–65. http://dx.doi.org/10.1177/001440299406000508.

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Interactive modeling is frequently used in teaching skills to children with developmental delay. This study compared the performance of 12 children (7 males, 5 females; 4–10 years of age) each trained in two tasks, one through interactive modeling (with or without verbal reinforcement) and the other through passive observation. Results showed that passive modeling produced better rated performance than interactive modeling and that verbal reinforcement was counterproductive. These findings suggest that current instructional strategies may need to be reconsidered for children with developmental

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22

Wong, Paul T. P., and Edward J. Peacock. "When does reinforcement induce stereotypy? A test of the differential reinforcement hypothesis." Learning and Motivation 17, no. 2 (1986): 139–61. http://dx.doi.org/10.1016/0023-9690(86)90007-x.

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23

Kelly, Michael Bryan, and Donald Bushell. "Student achievement and differential reinforcement of incompatible behavior: Hand raising." Psychology in the Schools 24, no. 3 (1987): 273–81. http://dx.doi.org/10.1002/1520-6807(198707)24:3<273::aid-pits2310240312>3.0.co;2-1.

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24

Dreger, Kelly C., and Steve Downey. "Meaningful Consequences: Determining the Relevance of Instructional Reinforcement in Education." International Journal of Pedagogy and Curriculum 28, no. 2 (2021): 65–84. http://dx.doi.org/10.18848/2327-7963/cgp/v28i02/65-84.

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25

Iglesias, Ana, Paloma Martínez, Ricardo Aler, and Fernando Fernández. "Learning teaching strategies in an Adaptive and Intelligent Educational System through Reinforcement Learning." Applied Intelligence 31, no. 1 (2008): 89–106. http://dx.doi.org/10.1007/s10489-008-0115-1.

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26

Newman, Bobby, Dawn M. Buffington, Mairead A. O'grady, Mary E. Mcdonald, Claire L. Poulson, and Nancy S. Hemmes. "Self-Management of Schedule following in Three Teenagers with Autism." Behavioral Disorders 20, no. 3 (1995): 190–96. http://dx.doi.org/10.1177/019874299502000304.

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A multiple baseline across students design was used to investigate the effects of a self-management package on schedule following by three teenagers with autism. During baseline conditions, noncontingent reinforcement was provided. In the treatment phase, students contingently self-reinforced the verbal identification of transition times. Systematic increases in accurate identification of transitions were observed across all students. Accurate identification of transition time and self-reinforcement were maintained in a one-month follow-up.

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27

Killeen, Peter R., and Lewis A. Bizo. "The mechanics of reinforcement." Psychonomic Bulletin & Review 5, no. 2 (1998): 221–38. http://dx.doi.org/10.3758/bf03212945.

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28

Skok, Katarzyna. "Gamification in education – practical solutions for educational courses." Polish Journal of Applied Psychology 14, no. 3 (2016): 73–92. http://dx.doi.org/10.1515/pjap-2015-0063.

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Abstract Gamification can be defined as the use of game design elements in non-game contexts. The aim of this article is to present practical solutions for a gamified educational course. The solutions are based on mechanisms used in online games and on the results of empirical research on motivation. The first part of the article analyzes theories of intrinsic and extrinsic motivation. The second part discusses the motivational aspects of one of the most popular games (World of Warcraft). The final part presents a detailed sample project for a gamified educational course. It proposes that – am

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29

Bacon, Alison M., Chloe McDaid, Natasha Williams, and Philip J. Corr. "What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation." British Journal of Educational Psychology 90, no. 1 (2019): 152–66. http://dx.doi.org/10.1111/bjep.12269.

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30

Young, Nicholas D., and Edward J. Daly. "An Evaluation of Prompting and Reinforcement for Training Visual Analysis Skills." Journal of Behavioral Education 25, no. 1 (2015): 95–119. http://dx.doi.org/10.1007/s10864-015-9234-z.

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31

Davis, Tonya N., Regan Weston, Abby Hodges, Lauren Uptegrove, Kristen Williams, and Kelly M. Schieltz. "Functional Communication Training and Demand Fading Using Concurrent Schedules of Reinforcement." Journal of Behavioral Education 27, no. 3 (2018): 343–57. http://dx.doi.org/10.1007/s10864-017-9289-0.

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32

Derevensky, Jeffrey L., and Randie Leckerman. "Teachers' Differential Use of Praise and Reinforcement Practices." Canadian Journal of School Psychology 13, no. 1 (1997): 15–27. http://dx.doi.org/10.1177/082957359701300102.

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33

Deuraseh, Nurdeng, and Bagas Heradhyaksa. "POTENTIAL OCCUPATION IN HALAL INDUSTRY FOR REINFORCEMENT SHARIA ECONOMIC LAW." Diponegoro Law Review 5, no. 2 (2020): 156–71. http://dx.doi.org/10.14710/dilrev.5.2.2020.156-171.

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One of the main critical but interesting issues today to be discussing and debated even there is no right or wrong answer to this issue, is the job opportunity and career for young graduates in almost all educational disciplines especially social and religious science which including also halal science in the current of uncertain and bad economy situation. It is a known fact that everyone of us including myself has gone through a rough start in our life or career upon graduations many years ago. We grabbed whatever came along the way before we built our successful career. We have to pick up an

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34

Williams, Ben A. "The effects of response contingency and reinforcement identity on response suppression by alternative reinforcement." Learning and Motivation 20, no. 2 (1989): 204–24. http://dx.doi.org/10.1016/0023-9690(89)90018-0.

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35

Slobodskaya, Helena R., and Valeriya B. Kuznetsova. "The role of reinforcement sensitivity in the development of childhood personality." International Journal of Behavioral Development 37, no. 3 (2013): 248–56. http://dx.doi.org/10.1177/0165025413475895.

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The study examined the contribution of reinforcement sensitivity to childhood personality at three levels of the hierarchical structure, mid-level traits, the Big Five and two higher-order factors, and the moderating role of sex and age in a sample of 3–18-year-olds. The canonical correlation analyses indicated that reinforcement sensitivity and personality have more than 50% of common variance; reward and punishment sensitivities had opposing effects and were linked to both higher-order factors, Extraversion and Agreeableness, and lower-order traits Sociability and Shyness. There were no sex

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36

Roberts, Mark W. "Praising child compliance: Reinforcement or ritual?" Journal of Abnormal Child Psychology 13, no. 4 (1985): 611–29. http://dx.doi.org/10.1007/bf00923145.

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37

IGLESIAS, Ana, Paloma MARTÍNEZ, and Fernando FERNÁNDEZ. "An Experience Applying Reinforcement Learning in a Web-Based Adaptive and Intelligent Educational System." Informatics in Education 2, no. 2 (2003): 223–40. http://dx.doi.org/10.15388/infedu.2003.17.

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38

Barsukov, Vladimir, Alla Volik, and Svetlana Sazon. "Structural Mechanics Aspect of Strength of Composite Reinforcement." E3S Web of Conferences 212 (2020): 02002. http://dx.doi.org/10.1051/e3sconf/202021202002.

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When operating in wet and corrosive conditions, composite reinforcement is in some cases an effective substitute for the suitable steel reinforcement. However, many questions related to its design, production and operation are insufficiently studied. The aim of the work is to create a methodology and carry out a comparative structural and mechanical analysis of strength indexes when working under load of coils and a bar of composite construction reinforcement. A method has been developed for analyzing the loading capacity of composite reinforcement according to the criteria of strength at rupt

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39

Evans, Joseph H., Louise Ferre, Laurie A. Ford, and Judith L. Green. "Decreasing attention deficit hyperactivity disorder symptoms utilizing an automated classroom reinforcement device." Psychology in the Schools 32, no. 3 (1995): 210–19. http://dx.doi.org/10.1002/1520-6807(199507)32:3<210::aid-pits2310320308>3.0.co;2-8.

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40

Neidert, Pamela L., Brian A. Iwata, and Claudia L. Dozier. "Treatment of Multiply Controlled Problem Behavior With Procedural Variations of Differential Reinforcement." Exceptionality 13, no. 1 (2005): 45–53. http://dx.doi.org/10.1207/s15327035ex1301_6.

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41

Sigler, Ellen A., and Shirley Aamidor. "From Positive Reinforcement to Positive Behaviors: An Everyday Guide for the Practitioner." Early Childhood Education Journal 32, no. 4 (2005): 249–53. http://dx.doi.org/10.1007/s10643-004-0753-9.

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42

Luna, Odessa, Nadratu N. Nuhu, Jessica Palmier, Elizabeth Brestan-Knight, and John T. Rapp. "Using a Self-Instructional Package to Train Groups to Implement Reinforcement Strategies." Journal of Behavioral Education 28, no. 3 (2019): 389–407. http://dx.doi.org/10.1007/s10864-018-09319-0.

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43

Weatherly, Jeffrey N., Joseph C. Miller, and Heather K. Terrell. "Testing the Construct Validity of the Gambling Functional Assessment–Revised." Behavior Modification 35, no. 6 (2011): 553–69. http://dx.doi.org/10.1177/0145445511416635.

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An attempt was made to modify the Gambling Functional Assessment (GFA), which was proposed to identify four possible contingencies maintaining the respondent’s gambling behavior. However, previous research found that it only identified two contingencies (i.e., positive vs. negative reinforcement), with some items cross-loading on both contingencies and one not loading at all. A total of 1,060 undergraduate students completed a revised version of the GFA containing 22 items. Exploratory factor analyses conducted on a random selection of half of the participants led to a two-factor solution (pos

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44

Digangi, Samuel A., and John W. Maag. "A Component Analysis of Self-Management Training with Behaviorally Disordered Youth." Behavioral Disorders 17, no. 4 (1992): 281–90. http://dx.doi.org/10.1177/019874299201700403.

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The purpose of this study was to analyze the interaction effects among three components of self-management training: self-monitoring, self-evaluation/self-reinforcement, and self-instruction upon the appropriate and inappropriate verbal behaviors of three behaviorally disordered students. An extension of the A-B-A-B design was used to assess interaction effects. A combination of all three components and the combination of self-instruction and self-monitoring were the most effective treatments across all three subjects. Self-monitoring and self-evaluation/self-reinforcement, when employed as in

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BRACE, MELANIE J., MARK SCOTT SMITH, ELIZABETH McCAULEY, and DAVID D. SHERRY. "Family Reinforcement of Illness Behavior." Journal of Developmental & Behavioral Pediatrics 21, no. 5 (2000): 332–39. http://dx.doi.org/10.1097/00004703-200010000-00003.

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46

Williams, Ben A. "Relative Time and Delay of Reinforcement." Learning and Motivation 29, no. 2 (1998): 236–48. http://dx.doi.org/10.1006/lmot.1997.0999.

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47

Weatherly, Jeffrey N., Carolyn S. Davis, and Cam L. Melville. "Induction with Upcoming Food-Pellet Reinforcement." Learning and Motivation 31, no. 2 (2000): 180–99. http://dx.doi.org/10.1006/lmot.1999.1049.

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48

Sisson, Lori A., and M. Joanne Dixon. "Improving Mealtime Behaviors Through Token Reinforcement." Behavior Modification 10, no. 3 (1986): 333–54. http://dx.doi.org/10.1177/01454455860103005.

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49

Reed, Phil, and Geoffrey Hall. "The quasi-reinforcement effect: The influence of brief stimuli uncorrelated with reinforcement on variable ratio schedules." Learning and Motivation 20, no. 3 (1989): 242–61. http://dx.doi.org/10.1016/0023-9690(89)90007-6.

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50

Reynolds, Gemma, and Phil Reed. "Effects of schedule of reinforcement on over-selectivity." Research in Developmental Disabilities 32, no. 6 (2011): 2489–501. http://dx.doi.org/10.1016/j.ridd.2011.07.011.

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