Relevant bibliographies by topics / Reinforcement (Psychology) Choice (Psychology) in children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reinforcement (Psychology) Choice (Psychology) in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reinforcement (Psychology) Choice (Psychology) in children"

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Martínez, Lourdes, Angeles F. Estévez, Luis J. Fuentes, and J. Bruce Overmier. "Improving conditional discrimination learning and memory in five-year-old children: Differential outcomes effect using different types of reinforcement." Quarterly Journal of Experimental Psychology 62, no. 8 (August 2009): 1617–30. http://dx.doi.org/10.1080/17470210802557827.

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Previous studies have demonstrated that discriminative learning is facilitated when a particular outcome is associated with each relation to be learned. When this training procedure is applied (the differential outcomes procedure; DOP), learning is faster and better than when the typical common outcomes procedure or nondifferential outcomes (NDO) is used. Our primary purpose in the two experiments reported here was to assess the potential advantage of DOP in 5-year-old children using three different strategies of reinforcement in which (a) children received a reinforcer following a correct choice (“ + ”), (b) children lost a reinforcer following an incorrect choice (“ − ”), or (c) children received a reinforcer following a correct choice and lost one following an incorrect choice (“ + / − ”). In Experiment 1, we evaluated the effects of the presence of DOP and different types of reinforcement on learning and memory of a symbolic delayed matching-to-sample task using secondary and primary reinforcers. Experiment 2 was similar to the previous one except that only primary reinforcers were used. The results from these experiments indicated that, in general, children learned the task faster and showed higher performance and persistence of learning whenever differential outcomes were arranged independent of whether it was differential gain, loss, or combinations. A novel finding was that they performed the task better when they lost a reinforcer following an incorrect choice (type of training “ − ”) in both experiments. A further novel finding was that the advantage of the DOP over the nondifferential outcomes training increased in a retention test.
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De Meyer, Hasse, Gail Tripp, Tom Beckers, and Saskia van der Oord. "Conditional Learning Deficits in Children with ADHD can be Reduced Through Reward Optimization and Response-Specific Reinforcement." Research on Child and Adolescent Psychopathology 49, no. 9 (April 1, 2021): 1165–78. http://dx.doi.org/10.1007/s10802-021-00781-5.

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AbstractWhen children with ADHD are presented with behavioral choices, they struggle more than Typically Developing [TD] children to take into account contextual information necessary for making adaptive choices. The challenge presented by this type of behavioral decision making can be operationalized as a Conditional Discrimination Learning [CDL] task. We previously showed that CDL is impaired in children with ADHD. The present study explores whether this impairment can be remediated by increasing reward for correct responding or by reinforcing correct conditional choice behavior with situationally specific outcomes (Differential Outcomes). An arbitrary Delayed Matching-To-Sample [aDMTS] procedure was used, in which children had to learn to select the correct response given the sample stimulus presented (CDL). We compared children with ADHD (N = 45) and TD children (N = 49) on a baseline aDMTS task and sequentially adapted the aDMTS task so that correct choice behavior was rewarded with a more potent reinforcer (reward manipulation) or with sample-specific (and hence response-specific) reinforcers (Differential Outcomes manipulation). At baseline, children with ADHD performed significantly worse than TD children. Both manipulations (reward optimization and Differential Outcomes) improved performance in the ADHD group, resulting in a similar level of performance to the TD group. Increasing the reward value or the response-specificity of reinforcement enhances Conditional Discrimination Learning in children with ADHD. These behavioral techniques may be effective in promoting the learning of adaptive behavioral choices in children with ADHD.
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Mokobane, Maria, Basil Pillay, Nicho Thobejane, and Anneke Meyer. "Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder." South African Journal of Psychology 50, no. 2 (September 27, 2019): 250–61. http://dx.doi.org/10.1177/0081246319876145.

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Motivational factors play a significant role in the pathology of attention-deficit/hyperactivity disorder and are associated with altered reinforcement sensitivity. Delay aversion as a motivational style is characterised by a negative emotional reaction to the burden of delay. Children with attention-deficit/hyperactivity disorder have a stronger need to seek smaller immediate rewards rather than larger delayed rewards. This study ascertains whether children with attention-deficit/hyperactivity disorder have different responses when asked to choose between a larger delayed reward and a smaller immediate reward. Furthermore, it determines whether there are differences in response among the attention-deficit/hyperactivity disorder presentations. A sample ( N = 188) of attention-deficit/hyperactivity disorder participants ( n = 94) was compared with that of a group of children ( n = 94) without attention-deficit/hyperactivity disorder. These children attended primary school in Limpopo Province, South Africa. The Two-Choice Impulsivity Paradigm computer task was administered. The results showed that children with attention-deficit/hyperactivity disorder–combined presentation selected significantly smaller immediate rewards over larger delayed rewards in comparison to the control group, whereas children with attention-deficit/hyperactivity disorder–predominantly inattentive and attention-deficit/hyperactivity disorder–hyperactive/impulsive presentations did not demonstrate a significant difference in choice compared to the control group. In addition, no effect for gender was found. Children with attention-deficit/hyperactivity disorder seem to present with impulsive responses, which lead them to complete the concerned task faster and thereby escape delay. The study confirmed that children with attention-deficit/hyperactivity disorder–combined presentation may face problems with waiting for delayed rewards, which could have negative consequences in social and academic situations.
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Strain, Phillip S., and Frank W. Kohler. "Analyzing Predictors of Daily Social Skill Performance." Behavioral Disorders 21, no. 1 (November 1995): 79–88. http://dx.doi.org/10.1177/019874299502100108.

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The purpose of this study was to examine the impact of play activities, teachers’ predictions of children's sociability, and intervention fidelity variables on the level of interaction between three preschoolers with autism and their typical peers. Children participated in daily play activity groups of three, including one youngster with autism and two peers. Following a baseline condition, all children in the class learned to exchange a range of prosocial overtures, including shares, play organizers, and assistance. Teachers then implemented an individual reinforcement contingency to maintain children's newly taught exchanges. Results indicated that social reciprocity and peer effort correlated most highly with target children's level of social interaction. Conversely, teachers’ choice of activity materials and predictions about sociability did not correlate with children's interactions during either experimental phase. These findings are discussed with regard to their implications for future social skills research and intervention.
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Fantino, Edmund. "Choice, conditioned reinforcement, and the prius effect." Behavior Analyst 31, no. 2 (October 2008): 95–111. http://dx.doi.org/10.1007/bf03392164.

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Fantino, Edmund, Debra Freed, Ray A. Preston, and Wendy A. Williams. "CHOICE AND CONDITIONED REINFORCEMENT." Journal of the Experimental Analysis of Behavior 55, no. 2 (March 1991): 177–88. http://dx.doi.org/10.1901/jeab.1991.55-177.

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Flora, Stephen R., and Matthew D. Workman. "Distributed Reinforcement during Delay to Large Reinforcement May Increase “Self-Control” in Rats." Psychological Reports 76, no. 3_suppl (June 1995): 1355–61. http://dx.doi.org/10.2466/pr0.1995.76.3c.1355.

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Two groups of rats were tested for self-control. In Exp. 1 all rats were impulsive. In Exp. 2, when subjects entered one goal box, the rats would receive 3 pellets immediately, the impulsive choice. When Standard Group rats entered the other goal box, they received 7 pellets after a delay of 10 sec., the self-control choice. When Distributed Group rats made a self-control choice in Phase 1 they received 1 pellet immediately, 3 after 3 sec., and 3 pellets 7 sec. later (10 sec. total); in Phase 2 they received 1 pellet immediately and 6 after 10 sec.; and in Phase 3 they received 7 pellets after a delay of 10 sec. Rats in the Distributed Group, but not rats in the Standard Group, tended to be self-controlled throughout the experiment.
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Corcoran, Kevin J. "Efficacy, "skills," reinforcement, and choice behavior." American Psychologist 46, no. 2 (1991): 155–57. http://dx.doi.org/10.1037/0003-066x.46.2.155.

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Mazur, James E. "Choice, delay, probability, and conditioned reinforcement." Animal Learning & Behavior 25, no. 2 (June 1997): 131–47. http://dx.doi.org/10.3758/bf03199051.

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Preston, Ray A., and Edmund Fantino. "CONDITIONED REINFORCEMENT VALUE AND CHOICE." Journal of the Experimental Analysis of Behavior 55, no. 2 (March 1991): 155–75. http://dx.doi.org/10.1901/jeab.1991.55-155.

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Dissertations / Theses on the topic "Reinforcement (Psychology) Choice (Psychology) in children"

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Law, Sarah Ann Ellis Janet. "Choices in reinforcer delivery." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9068.

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Law, Sarah Ann. "Choices in Reinforcer Delivery." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9068/.

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The current study consisted of two experiments, both of which were comparisons of choice conditions replicated across four participants. Four typically-developing pre-school children participated in this study. Experiment 1 evaluated participants' preference for choosing consequent stimuli prior to engaging in academic tasks (pre-session choice) versus choosing consequent stimuli each time criterion for reinforcement had been met within the session (within-session choice). In Experiment 2, preference for choice-making was evaluated when outcomes for both choice and no-choice conditions were identical. For two participants, results indicated strong preference for choice-making.
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Mistr, Kathryn N. (Kathryn Noel). "The Evocative and Repertoire-Altering Effects of Contingency-Specifying Stimuli." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc501022/.

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The effects of deadlines in contingency-specifying stimuli among nine 4 to 5 year old children were investigated. Each child was given verbal statements differing in the specified deadline, the delivery of the reinforcer, and the opportunity to respond. The results indicated: (a) statements not specifying deadlines or reinforcers failed to control the children's behavior reliably, (b) specifying deadlines, either immediate or delayed, and immediate reinforcers exerted reliable control over the children's behavior when the opportunity to respond was immediately available, and (c) specifying delayed deadlines or no deadlines and immediate or delayed reinforcers did not reliably control the children's behavior when the opportunity to respond was delayed.
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Van, Norman Renee Koehler. "The effects of functional communication training, choice making, and an adjusting work schedule on problem behavior maintained by negative reinforcement." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124121028.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains vi, xii, 260 p.; also includes graphics. Includes bibliographical references (p. 175-195). Available online via OhioLINK's ETD Center
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Schrimpf, Leigh. "Choice between schedules of reinforcement with and without response-pacing requirements." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10351.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 34 p. : ill. Includes abstract. Includes bibliographical references (p. 33-34).
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Wade, Tammy R. "Differential reinforcement of fixed-interval interresponse times effects on choice /." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2453.

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Thesis (M.A.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vii, 30 p. : ill. Includes abstract. Includes bibliographical references (p. 30).
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Madden, Gregory J. (Gregory Jude). "Effects of Single VI History on Human Concurrent VI VI Choice." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500984/.

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Two groups of human subjects pressed buttons on five different variable-interval (VI) reinforcement schedules presented for seven minutes each for 15 sessions. At session 16, the same VI schedules were programmed concurrently in each session either with or without a 5 s changeover delay (COD). The same schedule-correlated stimuli were employed in single and concurrent conditions. Two other groups responded on concurrent VI VI conditions from the first session with or without the COD. Response allocations under concurrent scheduling better approximated relative reinforcement frequencies when the COD was programmed. Subjects with single VI histories failed to match response and time allocations to reinforcement ratios better than subjects given no such history. Bidirectional cumulative records are discussed as a molecular data analysis technique.
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Banna, Kelly Marie Newland M. Christopher. "Drug effects on behavior in transition does context matter? /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/Psychology/Dissertation/BANNA_KELLY_36.pdf.

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Rodewald, Andrew M. "Choice in a variable environment does every reinforcer count? /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rodewalda/andrewrodewald.pdf.

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Reile, Phyllis A. Barker Lewis. "Effects of D-amphetamine on choice behavior under mixed concurrent schedules." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/REILE_PHYLLIS_48.pdf.

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Books on the topic "Reinforcement (Psychology) Choice (Psychology) in children"

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A daughter's choice. London: Ebury Press, 2015.

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1935-, Rachlin Howard, and Laibson David I, eds. The matching law: Papers in psychology and economics. New York: Russell Sage Foundation, 1997.

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Kaplan, Joseph S. Kid mod: Empowering children and youth through instruction in the use of reinforcement principles. Austin, Tex: Pro-Ed, 1996.

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Not having children. Melbourne: Oxford University Press, 1993.

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Hunter, Brenda. Home by choice: Rearing emotionally secure children in an insecure world. Sisters, Or: Multnomah Publishers, 2000.

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Home by choice: Facing the effects of mother's absence. Portland, Or: Multnomah, 1991.

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Choices about children. Melbourne, Australia: Longman Cheshire, 1985.

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Reinforcers to go. East Moline, IL: LinguiSystems, 2004.

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Learning through academic choice. Turners Falls, Mass: Northeast Foundation for Children, 2005.

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Eason, Sarah. Don't play dirty, Gertie: Be fair. Berkeley Heights, NJ: Enslow Elementary, an imprint of Enslow Publishers, Inc., 2014.

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Book chapters on the topic "Reinforcement (Psychology) Choice (Psychology) in children"

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Musgrove, Walter J. "The Establishment and Decline of a Token Reinforcement Program with Three Emotionally Disturbed Pre-school Children." In Behaviour Analysis in Educational Psychology, 161–65. Routledge, 2017. http://dx.doi.org/10.4324/9781315192697-12.

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Gena, Angeiiki. "The effects of prompting and social reinforcement on establishing social interactions with peers during the inclusion of four children with autism in preschool." In International Journal of Psychology, 541–54. Psychology Press, 2020. http://dx.doi.org/10.4324/9781003059738-12.

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Brank, Eve M. "Parenthood and Other Caregiving." In The Psychology of Family Law, 79–100. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479865413.003.0006.

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Despite how difficult it is to be a parent, people still chose to take on the task of parenting. Beyond the general evolutionary and biological reasons to bear children, cognitive biases could be at play and serving as encouragement for entering into parenthood. Such cognitive biases include affective forecasting, cognitive dissonance, and the burden of choice. All parenting is difficult, but modern parenting comes with special difficulties such as the financial burdens and conflicting research and public opinion concerning parenting styles. Additionally, parenting brings about a unique legal status that has implications for employment, criminal and civil parental responsibility, other caregiving involvement, and educational requirements.
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Brank, Eve M. "Leading Up to Marriage and Family." In The Psychology of Family Law, 28–41. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479865413.003.0003.

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Being married and having children brings certain legal responsibilities and privileges. The current chapter addresses dating and other activities that occur prior to marriage or are related to getting married. In U.S. culture, dating is an important step before marriage and has undergone extreme changes throughout the past century. Once there is a promise to marry other issues are important to consider such as prenuptial agreements, breaches of promise to marry, and the choice of surname for one or both members of the marrying couple. Of course, not all individuals or romantic couples choose marriage. Rates of nonmartial cohabitation rates have continued to rise. These generational changes in premarital and nonmartial behaviors have important implications for contextualizing the current status of marriage.
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Tripathi, Mahesh A., and Godishala Sridevi. "Psychotherapeutic Interventions in Emotional and Behavioural Problems with Adolescents." In Advances in Psychology, Mental Health, and Behavioral Studies, 321–33. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0519-8.ch018.

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Children undergo a variety of interrelated changes in their adolescence and at times most children exhibits difficult behaviours. The problem becomes more severe in adopted children because such status of adoption affects various aspects of the developing personality. Feeling of rejection in early childhood generates a tendency of insecurity and fear in these children and to overcome from these beliefs they adopt aggressive behaviour. Psychotherapy with adolescents is different in a number of substantive ways from adults, because an adolescent is a person who is no longer a child but is not yet an adult. They are special population for whom psychotherapeutic intervention needs to be customized considering the emotional and behavioural exigencies. Identification and changing unhealthy thoughts and behaviours is the central idea of CBT and is becoming the treatment of choice for children and adolescents. The chapter deals with application of CBT in adolescent.
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Graham, Philip. "Cognitive behaviour therapies for children and families." In New Oxford Textbook of Psychiatry, 1777–87. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0234.

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Cognitive behaviour therapy (CBT) is derived from both behavioural and cognitive theories. Using concepts such as operant conditioning and reinforcement, behavioural theories treat behaviour as explicable without recourse to description of mental activity. In contrast, mental activity is central to all concepts derived from cognitive psychology. Both sets of theories have been of value in explaining psychological disorders and, in the design of interventions they have proved an effective combination. Central to that part of cognitive theory that is relevant to CBT is the concept of ‘schemas’, first described in detail by Jean Piaget. A schema is a mental ‘structure for screening, coding, and evaluating impinging stimuli’. The origin of mental schemas lies in the pre-verbal phase when material is encoded in non-verbal images that, as the child's language develops, gradually become verbally labelled. They form part of a dynamic system interacting with an individual child's physiology, emotional functioning, and behaviour with their operation depending on the social context in which the child is living. There are similarities but also differences between schemas and related concepts in psychoanalysis, such as Freudian ‘complexes’ and Kleinian ‘positions’. Schemas can be seen as organized around anything in the child's world, especially objects, beliefs, or emotions. They develop from past experience. The processing of new information in relation to such schemas can usefully be seen as involving the evaluation of discrepancies between information that is received and information that is expected. If there is a discrepancy, (the information not corresponding with that expected), then during the coding process information may be distorted so that it no longer creates discomfort, or, more adaptively, it may be incorporated into a modified schema.
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Monroe, Kristen Renwick. "Kurt: Soldier for the Nazis." In Ethics in an Age of Terror and Genocide. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691151373.003.0005.

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This chapter turns to “Kurt,” a German soldier whose interview contains fascinating insights on how identity constrains choice. Kurt matched Tony in many background characteristics. Both Tony and Kurt were the only children of affluence, both were in the military, and both saw heavy fighting. Although he was never asked directly, and he never volunteered information about his personal participation in Nazi activities, he did express what seemed to be clearly racist views. Though Kurt is classified here only as a soldier who fought for the Nazis, his interview reflects so much ambiguity, dissembling, and perhaps even self-deception. This chapter is thus presented as reflective of the moral psychology of many Europeans whose support—implicit or militarily—kept the Nazis in power.
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Rogoff, Barbara. "Becoming a Cooperative Parent in a Parent Co-operative." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0025.

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Over the years that I spent as a co-oper for my three children in this parent co-operative school, I gradually came to understand the philosophy and become part of the structure of this learning community. It took a long time for me to grasp the underlying principles—the “common thread” that weaves through the practices of this community. An understanding of the principles gives participants a basis for knowing what to do, but at the same time, it seems that participating is essential for finding the principles. When I was a new co-oper, my career as a developmental psychologist was largely unrelated to my activities in the classroom. My choice to send my first child to the OC, over a decade ago, was based on the suggestion of a colleague in the psychology department at the University of Utah, who said, “Just think of all the research you can do in the OC!” and talked me into coming to visit his daughter’s classroom. At the time, although I liked what I saw for my daughter, I could see no way that I could make use of the OC as a research site—it didn’t connect with the way I was studying children’s learning. Over time, though, what I learned from the challenges of seeking this program’s principles of learning, in order to participate in it, has transformed my research and scholarly work. It opened my eyes to this way of thinking about learning, which I believe can contribute to advances in developmental and educational research and theory. The program philosophy is apparent in my 1990 book, Apprenticeship in Thinking, though at the time I wrote it I did not recognize the depth of its influence in my work. A key question that perplexed me as I struggled to understand how to participate in a community of learners, as a parent new to the OC, was how adults and children can collaborate in learning. This is a puzzle to many parents as they enter the program; it is also a classic issue in the fields of developmental psychology and education.
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Matusov, Eugene. "Becoming an Adult Member in a Community of Learners." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0028.

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I thought it would be relatively easy for me, with my six-year background of high school teaching and tutoring of math and physics, to co-op in the OC classroom with my first-grade son. I was both right and wrong. Indeed, my teaching experience and professional knowledge as a graduate student in child psychology helped me design activities suitable for first- and second-grade children. However, in terms of philosophy of teaching and organization of learning activities, my experience with traditional schooling was more harmful than helpful. My previous experience prepared me for delivering a lesson to a whole class or an individual. I was used to controlling children’s talk, which was supposed to be addressed only to me, and my students had learned early on in their schooling that they could talk legitimately only to the teacher and only when it was allowed by the teacher. The teacher was supposed to be the director, conductor, and main participant in classroom interaction. In the OC, I was shocked to discover that this traditional format of instruction was actively discouraged by teachers, co-opers, and children. This kind of teaching was not supported by the children in their interactions or by the classroom structure, with its small-group organization, children’s choice of groups, and nonsimultaneous rotation of the children from group to group. However, I did not know how to teach any other way. At the beginning of the school year I planned an activity that I called Magic Computer. It was designed to teach the reversibility of addition and subtraction as well as reading and computational skills, and it had worked beautifully with first- and second-graders in the past. The activity involved moving a paper strip that carried “computer commands” (“Think of a number. Add five to it. Take two away from it,” and so on) through an envelope with a window, to see one command at a time. The commands were designed so that addition and subtraction compensated for each other; therefore, the last message was “You have got your initial number!” The children’s job was to discover addition and subtraction combinations that cancel each other out and write them down on the paper strip, line by line.
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Conference papers on the topic "Reinforcement (Psychology) Choice (Psychology) in children"

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Pavlova, Irina, Maria Rysakova, Maria Zaichenko, and Nadezhda Broshevitskaya. "THE BEHAVIOR OF RATS WITH HIGH AND LOW FREEZING LEVEL IN DIFFERENT DEFENSIVE SITUATIONS AND DURING CHOICE OF REINFORCEMENT VALUE." In XIV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2018. http://dx.doi.org/10.29003/m191.sudak.ns2018-14/361.

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