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Journal articles on the topic 'Positive reinforcement'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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1

Yeston, J. "Positive Reinforcement." Science 328, no. 5977 (April 22, 2010): 406. http://dx.doi.org/10.1126/science.328.5977.406-b.

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2

Brown, Alan S. "Positive Reinforcement." Mechanical Engineering 132, no. 03 (March 1, 2010): 36–39. http://dx.doi.org/10.1115/1.2010-mar-3.

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This article focuses on the future applications and challenges of nanotube-enhanced composites. In spite of their well-known strength and stiffness, nanotubes have proved incredibly difficult to harness, especially in composites. Researchers have eventually found ways to compatibilize nanotubes by attaching molecules to the nanotube surface. Some formulators compatibilize nanotubes for infusion processes, which pump resin into reinforcing fiber preforms. Electric hybrid car designer Velozzi is working with Bayer Materials Science LLC, a subsidiary of Germany’s Bayer AG, to use nanotube-based composites in its high-performance electric Supercar and its more affordable plug-in hybrid Solo. Lockheed Martin is investigating a complete range of applications for carbon nanotubes in both materials and electronics. The company wants to incorporate nanotubes into its established production methods. Nanotubes improve resistance to impact, fatigue, and microcracking, all properties related to resins. The result is a much stronger and more durable composite.
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3

Catania, A. Charles. "Positive psychology and positive reinforcement." American Psychologist 56, no. 1 (2001): 86–87. http://dx.doi.org/10.1037/0003-066x.56.1.86.

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4

Hedley, R. Alan. "Positive Reinforcement Now." Teaching Sociology 22, no. 4 (October 1994): 337. http://dx.doi.org/10.2307/1318927.

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5

Crowell, Charles R. "Beyond Positive Reinforcement." Journal of Organizational Behavior Management 24, no. 1-2 (July 29, 2005): 195–202. http://dx.doi.org/10.1300/j075v24n01_13.

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6

Knippen, Jay T., and Thad B. Green. "Asking for positive reinforcement." Journal of Workplace Learning 9, no. 5 (September 1997): 163–68. http://dx.doi.org/10.1108/13665629710169620.

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7

Vigant, Frederic, Michael Jung, and Benhur Lee. "Positive Reinforcement for Viruses." Chemistry & Biology 17, no. 10 (October 2010): 1049–51. http://dx.doi.org/10.1016/j.chembiol.2010.10.002.

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8

Gallagher, Linda M. "Positive Reinforcement in Clinical Teaching." Nurse Educator 17, no. 4 (July 1992): 35–36. http://dx.doi.org/10.1097/00006223-199207000-00015.

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9

Vinson, Valda. "Positive reinforcement in a GPCR." Science 364, no. 6447 (June 27, 2019): 1247.15–1249. http://dx.doi.org/10.1126/science.364.6447.1247-o.

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10

Wall, Kate. "The importance of positive reinforcement." Early Years Educator 5, no. 5 (September 2003): 11–13. http://dx.doi.org/10.12968/eyed.2003.5.5.14556.

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11

McConnell, James V. "Negative Reinforcement and Positive Punishment." Teaching of Psychology 17, no. 4 (December 1990): 247–49. http://dx.doi.org/10.1207/s15328023top1704_10.

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12

Perone, Michael. "Negative effects of positive reinforcement." Behavior Analyst 26, no. 1 (April 2003): 1–14. http://dx.doi.org/10.1007/bf03392064.

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13

Choi, Hyun Ki. "The Effect of Anchorage Strength with Anchorage Capacity in Flat Plate." Key Engineering Materials 627 (September 2014): 245–48. http://dx.doi.org/10.4028/www.scientific.net/kem.627.245.

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The punching shear on the flat plate slab-column connection can bring about the reason of the brittle punching shear failure which may result of collapsing the whole structure. From the development of residential flat plate system, the shear reinforcement is developed for preventing the punching shear. This study proposed 3 reinforcements that are increased to bond capacity using lateral bar, the structure test is performed. As performed test result, because slabs not keep enough bond length, slab is failed before shear reinforcement's yield strength duo to anchorage of slip. According to result, FEM analyzed an effect of slab thickness and concrete compressive. The study suggests shear strength formula that possible a positive shear reinforcement in slab-column connection.
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14

Luiselli, J. K. "Positive Reinforcement Interventions in the Classroom." Journal of Visual Impairment & Blindness 82, no. 1 (January 1988): 17–20. http://dx.doi.org/10.1177/0145482x8808200107.

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Positive reinforcement procedures represent a non-aversive treatment strategy for the management of behavior disorders of developmentally handicapped persons. However, very few studies describe the way reinforcement methods can be applied to the management problems of individuals with vision impairments. This article presents two studies in which positive reinforcement programs were utilized to treat the aggressive and noncompliant behavior of visually impaired, multiply handicapped students within special education classrooms. The reinforcement interventions were extremely effective with both groups of students and, in one case, produced substantial generalization to a non-treated problem behavior.
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15

Rainville, C., and R. Maghen. "Positive Impact of Positive Reinforcement Technique in Foodservice Operation." Journal of the Academy of Nutrition and Dietetics 113, no. 9 (September 2013): A54. http://dx.doi.org/10.1016/j.jand.2013.06.186.

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16

Hardy, Jessica K., and Ragan H. McLeod. "Using Positive Reinforcement With Young Children." Beyond Behavior 29, no. 2 (April 21, 2020): 95–107. http://dx.doi.org/10.1177/1074295620915724.

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Positive reinforcement is a research-based practice essential for supporting young children’s use of appropriate behaviors and skills. The application of positive reinforcement also is consistent with recommendations by national organizations for early childhood and early childhood special education. In this article, we describe eight guidelines for planning, implementing, and evaluating positive reinforcement in early childhood contexts that are based on current research and recommendations of these professional organizations. Examples of the use of guidelines and tools for supporting implementation are provided.
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17

Brandt, Donald P. "Christian Witness Indices: Some Positive Reinforcement." Missiology: An International Review 26, no. 2 (April 1998): 181–89. http://dx.doi.org/10.1177/009182969802600207.

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We usually see the poor through lenses of physical poverty. Unfortunately, we have few measures to gauge the “lost” or spiritually poor. Spiritual indices developed by World Vision are described and then examined using four statistical tests. Results show that the indices are generally reliable. The measures, however, should be used in tandem as spiritual poverty is a very difficult subject to evaluate objectively.
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18

Jung, Janis, Barbara Krahé, and Robert Busching. "Beyond the positive reinforcement of aggression." International Journal of Behavioral Development 42, no. 1 (October 5, 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 years, results of latent structural equation modeling were consistent with the hypotheses that peer acceptance of aggression would predict external control beliefs in the social domain, which in turn, should predict aggressive behaviour over time. Additional multigroup analyses showed that the predicted pathways were consistent across gender and age groups.
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19

Hering, Kathleen, and Paul Nys. "Positive Reinforcement-Catch Kids Being Good." Middle School Journal 20, no. 2 (November 1988): 24–25. http://dx.doi.org/10.1080/00940771.1988.11494994.

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20

Egghe, Leo. "Positive reinforcement and 3-dimensional informetrics." Scientometrics 60, no. 3 (2004): 497–509. http://dx.doi.org/10.1023/b:scie.0000034390.96418.bf.

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21

Forehand, Rex. "Parental Positive Reinforcement With Deviant Children:." Child & Family Behavior Therapy 8, no. 3 (December 29, 1986): 19–26. http://dx.doi.org/10.1300/j019v08n03_02.

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22

Grant, Lyle K. "Teaching Positive Reinforcement on the Internet." Teaching of Psychology 31, no. 1 (January 2004): 69–71. http://dx.doi.org/10.1207/s15328023top3101_14.

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23

Sudakov, S. K. "Physiology and Pharmacology of Positive Reinforcement." Bulletin of Experimental Biology and Medicine 166, no. 6 (April 2019): 709–13. http://dx.doi.org/10.1007/s10517-019-04423-1.

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24

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

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25

Caguioa, Nicole, Angela Baker, and Lihui Cao. "Increasing Infection Surveillance through Positive Reinforcement." Biology of Blood and Marrow Transplantation 22, no. 3 (March 2016): S462—S463. http://dx.doi.org/10.1016/j.bbmt.2015.11.1058.

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26

Payne, Steven W., and Claudia L. Dozier. "Positive reinforcement as treatment for problem behavior maintained by negative reinforcement." Journal of Applied Behavior Analysis 46, no. 3 (May 29, 2013): 699–703. http://dx.doi.org/10.1002/jaba.54.

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27

Stevens, Michael J. "Modification of Pain through Covert Positive Reinforcement." Psychological Reports 56, no. 3 (June 1985): 711–17. http://dx.doi.org/10.2466/pr0.1985.56.3.711.

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This study investigated the effectiveness of covert positive reinforcement in modifying response to cold-pressor pain and in increasing the use of prescribed adaptive imagery. 80 women were randomly assigned to covert positive reinforcement, backward conditioning, covert rehearsal, and expectancy conditions. Covert positive reinforcement did not yield either greater pain tolerance and use of adaptive imagery or less subjective discomfort than the other conditions. Modification of pain was not associated with the use of adaptive imagery but was correlated with the clarity of imagery. 64% of the subjects reported using self-generated coping strategies. The results of this study contribute to the body of evidence which does not support the operant conceptualization of covert positive reinforcement.
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28

Hockenhull, Jo, and Emma Creighton. "Training horses: Positive reinforcement, positive punishment, and ridden behavior problems." Journal of Veterinary Behavior 8, no. 4 (July 2013): 245–52. http://dx.doi.org/10.1016/j.jveb.2012.06.002.

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29

Michael, Jack. "Positive Psychology and the Distinction Between Positive and Negative Reinforcement." Journal of Organizational Behavior Management 24, no. 1-2 (July 29, 2005): 145–53. http://dx.doi.org/10.1300/j075v24n01_09.

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30

Gunaretnam, Vivetha. "A Study on Increasing Positive Behaviors Using Positive Reinforcement Techniques." International Journal of Research and Innovation in Social Science 05, no. 07 (2021): 198–219. http://dx.doi.org/10.47772/ijriss.2021.5706.

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31

Schieltz, Kelly M., David P. Wacker, and Patrick W. Romani. "Effects of Signaled Positive Reinforcement on Problem Behavior Maintained by Negative Reinforcement." Journal of Behavioral Education 26, no. 2 (December 23, 2016): 137–50. http://dx.doi.org/10.1007/s10864-016-9265-0.

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32

Arista, D., L. P. Artini, and M. Ratminingsih. "The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School." Journal of Psychology and Instructions 2, no. 1 (March 18, 2018): 9. http://dx.doi.org/10.23887/jpai.v2i1.13736.

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This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For positive reinforcement Bali Kiddy used “good, very good, very good job, good job, excellent, that's good, wow, strong child, smile, nodding head, thumbs up, clap hands, hugging the student, stroking the student back, rubbing their head, outdoor playing, writing student name on board, studying on floor with teacher, more time for playing, appointed as leader of a group, storytelling, break time at computer room, sticker and write comment on student book”. For the negative reinforcements were "sssstt, tetot, forefinger in front of mouth, point the student and crossed hand in front of chest”. 5 ways of implementation were also found in study. They are: first, reinforcement was given with warmth and enthusiasm, second, negative reinforcement was avoided, third, reinforcement was emphasized on meaningfulness, fourth, reinforcement was given to both group and individual and fifth, reinforcement was given with variation in types and purposes.
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33

McLean, Andrew N. "The positive aspects of correct negative reinforcement." Anthrozoös 18, no. 3 (September 2005): 245–54. http://dx.doi.org/10.2752/089279305785594072.

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34

McKim, William A. "Positive reinforcement, the matching law and morality." Behavioral and Brain Sciences 19, no. 4 (December 1996): 587–88. http://dx.doi.org/10.1017/s0140525x00043168.

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AbstractAddictive behavior has never seemed rational because it persists in spite of drastic aversive consequences. This is a particular problem for models of addiction such as operant psychology which hold that behavior is controlled by its consequences. Inspite of claims to the contrary, Heymans target article illustrates how operant psychology resolves this contradiction. By using the matching law, Heyman suggests a mechanism that explains why delayed aversive events may not control behavior, and a conceptual framework in which we can understand successful therapies.
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35

Halligan, Sarah M., and Paul D. Luyben. "Prompts, Feedback, Positive Reinforcement, and Potty Training." Journal of Prevention & Intervention in the Community 37, no. 3 (June 30, 2009): 177–86. http://dx.doi.org/10.1080/10852350902976031.

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36

Hirsh, B. "Using Positive Reinforcement as a Quality Tool." IEEE Software 22, no. 2 (March 2005): 62–63. http://dx.doi.org/10.1109/ms.2005.50.

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37

Fox, Adam E., and Devon L. Belding. "Reducing pawing in horses using positive reinforcement." Journal of Applied Behavior Analysis 48, no. 4 (August 17, 2015): 936–40. http://dx.doi.org/10.1002/jaba.241.

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38

Prescott, Mark J., and Hannah M. Buchanan-Smith. "Training Nonhuman Primates Using Positive Reinforcement Techniques." Journal of Applied Animal Welfare Science 6, no. 3 (July 2003): 157–61. http://dx.doi.org/10.1207/s15327604jaws0603_01.

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39

McDaniel, Thomas R. "Practicing Positive Reinforcement: Ten Behavior Management Techniques." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 9 (May 1987): 389–92. http://dx.doi.org/10.1080/00098655.1987.9959382.

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40

Vaughn, Tina. "Rachel and Her Mother Needed Positive Reinforcement." Gifted Child Today Magazine 16, no. 6 (November 1993): 36–42. http://dx.doi.org/10.1177/107621759301600613.

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41

Lutzker, John R., Paul E. Touchette, and Randy V. Campbell. "Parental Positive Reinforcement Might Make a Difference:." Child & Family Behavior Therapy 10, no. 4 (January 23, 1989): 25–33. http://dx.doi.org/10.1300/j019v10n04_03.

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42

Scott, Terrance M., and Timothy J. Landrum. "Positive Reinforcement in Schools: Logic and Application." Beyond Behavior 29, no. 2 (July 11, 2020): 67–68. http://dx.doi.org/10.1177/1074295620934702.

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43

Mous, Anony. "Hearing Voices, Personal Growth and Positive Reinforcement." Journal of Psychology & Behavior Research 3, no. 4 (October 18, 2021): p9. http://dx.doi.org/10.22158/jpbr.v3n4p9.

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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.
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44

LaFreniere, Lucas S., and Michelle G. Newman. "Probabilistic Learning by Positive and Negative Reinforcement in Generalized Anxiety Disorder." Clinical Psychological Science 7, no. 3 (November 19, 2018): 502–15. http://dx.doi.org/10.1177/2167702618809366.

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This experiment examined learning tendencies in generalized anxiety disorder (GAD) using reinforcement feedback for probabilistic outcomes. One hundred sixty-six GAD and 105 non-GAD participants were randomized to a computerized probabilistic learning task that used either negative or positive reinforcement. Participants chose between stimuli with specific probabilities of reinforcement to learn which of each pair had the highest probability. Reinforced choices either removed an angry face (negative reinforcement) or made a happy face appear (positive reinforcement). Results showed that those with GAD learned the correct probabilistic choices at a slower rate over time and to a lesser degree than control participants regardless of reinforcement type. Estimations of the likelihood of receiving a good outcome posttask were also more inaccurate for those with GAD, especially when true likelihoods were high. Furthermore, compared with control participants, those with GAD reported lower perceived reinforcement sensitivity, higher behavioral inhibition sensitivity, and higher undesirable feelings toward probabilistic learning.
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45

Delgado-Casas, C., J. I. Navarro, R. Garcia-Gonzalez-Gordon, and E. Marchena. "Functional Analysis of Challenging Behavior in People with Severe Intellectual Disabilities." Psychological Reports 115, no. 3 (December 2014): 655–69. http://dx.doi.org/10.2466/15.pr0.115c26z4.

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Challenging behaviors exhibited by individuals with developmental disabilities often hinder the acquisition of academic, social, and life skills. Functional analysis has been useful for assessing challenging behavior in various settings. The purpose of this study was to implement an operant methodology for recognizing the functional properties of challenging behavior in people with intellectual disabilities. Four adults diagnosed with profound intellectual disability received assessment under several experimental conditions using a functional analysis methodology: social attention as positive reinforcement, negative reinforcement such as the termination of demands, positive tangible reinforcements, absence of social contingencies, and escape from noisy stimuli. Results showed that different types of reinforcement or avoiding contingencies affected the rate of aggression, self-injury, disruption, stereotypy, or socially offensive behaviors, and functional analysis may potentially be a viable alternative for identifying challenging behaviors.
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46

Gabor, Anne M., Jennifer N. Fritz, Christopher T. Roath, Brittany R. Rothe, and Denise A. Gourley. "Caregiver preference for reinforcement-based interventions for problem behavior maintained by positive reinforcement." Journal of Applied Behavior Analysis 49, no. 2 (January 21, 2016): 215–27. http://dx.doi.org/10.1002/jaba.286.

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47

Chai, Jin-Chun, Norihiko Miura, and Shui-Long Shen. "Performance of embankments with and without reinforcement on soft subsoil." Canadian Geotechnical Journal 39, no. 4 (August 1, 2002): 838–48. http://dx.doi.org/10.1139/t02-033.

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A case history of both reinforced and unreinforced embankments on soft subsoil built-to-failure is described and analyzed. The effect of geotextile reinforcements on embankment behavior is discussed by comparing the field and numerical analysis results of cases with and without reinforcement. The results of a laboratory model test on the behavior of embankments on soft subsoil are discussed. Both field and laboratory tests, as well as analysis results, indicate that the reinforcement had a positive effect on embankment stability. However, at a working state (for a factor of safety of FS = 1.2~1.3) the reinforcement did not have an obvious effect on the subsoil response. The effect of reinforcement on subsoil deformation could be noticed only when the unreinforced embankment was close to failure. The laboratory model test results indicated that if the reinforcement is stiff and strong enough, the effect of reinforcement is considerable. It is suggested that although the geotextile has a beneficial effect on embankment over soft subsoil due to its relative lower stiffness, to achieve a substantial improvement on embankment behavior, the stiffer and stronger reinforcements should be used. This case history also demonstrated that the rate of lateral displacement and excess pore pressure development are sensitive indicators of the stability of embankment on soft subsoil.Key words: embankment, reinforcement, soft ground, field tests, laboratory tests, FEM analysis.
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48

Nelson, C. Michael, and James M. Kauffman. "A Commentary on the Special Issue: Promoting Use of Positive Reinforcement in Schools." Beyond Behavior 29, no. 2 (July 11, 2020): 116–18. http://dx.doi.org/10.1177/1074295620934707.

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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.
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49

Fayyaz, Saqib, Sabahat Afsheen, and Adeel Khan. "Impact of Positive Reinforcement Theory on Weightlifter’s Performance." SKY-International Journal of Physical Education and Sports Sciences (IJPESS) 5, no. 1 (December 10, 2021): 61–74. http://dx.doi.org/10.51846/the-sky.v5i1.1004.

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A common problem was observed at local level weightlifting clubs in Lahore, Pakistan i.e., coaches use inappropriate ways (shouting and abusing) to get desired performance results but, it ends in young weightlifter’s resentment and take them away from their sport targets and some choose to quit weightlifting sport as well. The existing literature about acquiring desired results in sports suggests; only positive approach can be useful i.e., Positive Reinforcement Theory ‘PRT’ developed by B F Skinner (Marzieh Gordan, 2014). Hence, in this applied deductive type quantitative study, an eight-week experiment was conducted in Lahore which tested the implications of Positive Reinforcement Theory on young weightlifters’ performance. The objectives of this study were; (a) to apply Positive Reinforcement Theory in weightlifting sport to examine the cause-and-effect relationship between positive reinforcement and young weightlifter’s performance, (b) to test if the study’s Positive Reinforcement Program ‘PRP’ model helps young weightlifters to achieve desired targets within given timeframe or not? At first, pre-competition was administered to record standard performance results of both groups. Secondly, ‘PRP’ Model based on ‘PRT’ was introduced to experimental group and then post-competition testing was conducted to record and compare performance results of both groups. The results of both groups’ Paired Sample t-test and Independent Sample t-test, using statistical package SPSS version 23, showed a significant impact of ‘PRP’ model on the young weightlifter’s performance. Therefore, it is concluded that; acquisition of young weightlifters’ desired performance results. Coaches should use ‘PRP’ model rather than applying inappropriate ways to motivate young weightlifters. The PRP model also helps young weightlifters to achieve their targeted performance results within given timeframe.
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50

Sheeba, C. "Token Economy - a Positive Reinforcement Program for Children." International Journal of Psychiatric Nursing 1, no. 1 (2015): 19. http://dx.doi.org/10.5958/2395-180x.2015.00005.5.

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