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Journal articles on the topic 'Social reinforcers'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Stevens, Jennifer, David May, Nancy Rice, and G. Roger Jarjoura. "Nonsocial Versus Social Reinforcers." Youth Violence and Juvenile Justice 9, no. 4 (October 2011): 295–312. http://dx.doi.org/10.1177/1541204011409764.

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2

Durand, V. Mark, Daniel B. Crimmins, Marie Caulfield, and Jill Taylor. "Reinforcer Assessment I: Using Problem Behavior to Select Reinforcers." Journal of the Association for Persons with Severe Handicaps 14, no. 2 (June 1989): 113–26. http://dx.doi.org/10.1177/154079698901400203.

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We tested the hypothesis that knowledge of the variables controlling problem behavior could be used to select reinforcers. Students with severe developmental disabilities who exhibited frequent aggression, self-injury, and/or tantrums participated in the study. One group (N = 7) was assessed to engage in problem behavior maintained by social attention, and the second group (N = 7) was assessed to engage in problem behavior maintained by escape from unpleasant situations. A combined multiple baseline and alternating treatments design demonstrated that (a) praise was a reinforcer for the group with attention-maintained behavior and appeared to serve as a punisher for the students with escape-maintained behavior, (b) a procedural “time-out” was a reinforcer for the latter group, and (c) problem behavior was lowest when students with attention-maintained problem behavior were praised and students with escape-maintained problem behavior received the procedural time-out. This study suggests that stimuli that are functionally related to problem behavior (e.g., social attention, escape from tasks) can be used effectively as reinforcers. These findings further emphasize the need to individually select reinforcers because, for some individuals, a presumably positive consequence such as social praise can serve as a punisher.

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3

Wolfe, Katie, S. Shanun Kunnavatana, and Adrianna M. Shoemaker. "An Investigation of a Video-Based Preference Assessment of Social Interactions." Behavior Modification 42, no. 5 (September 14, 2017): 729–46. http://dx.doi.org/10.1177/0145445517731062.

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We examined the use of a paired-stimulus, video-based preference assessment (VPA) to identify high- and low-preference social interactions for three children with autism spectrum disorder. We conducted two VPAs with each participant: one with access to the interaction contingent on each selection and one without access. We also conducted a concurrent-operant reinforcer assessment to evaluate the accuracy of the VPAs in identifying reinforcers. For two participants, the VPAs corresponded strongly and the results of the reinforcer assessment suggest that the high-preference interaction produced more of the target response than the low-preference interaction. For the other participant, the VPAs identified different high- and low-preference interactions, and the results of the reinforcer assessment suggest that the VPA without access may have been more accurate in identifying a reinforcer.

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4

Vanderhooft, Lauren, Lavinia Tan, and Timothy D. Hackenberg. "DEMAND FOR SOCIAL CONTACT IN RATS: TOWARD A QUANTITATIVE ANALYSIS OF SOCIAL REINFORCEMENT VALUE." Revista Mexicana de Análisis de la Conducta 45, no. 2 (December 1, 2019): 330–58. http://dx.doi.org/10.5514/rmac.v45.i2.75571.

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Rats were studied in social-release procedures, in which lever presses by one rat released a second rat from a tube restraint for a period of social interaction. Both the fixed-ratio price and the duration of social contact were varied systematically on a within-subject basis, generating a total of 27 demand functions across six subjects. Overall, the data were well accounted for by the essential value model (96% VAF), supporting a social reinforcement view, according to which social-release behavior is maintained by social contact with another rat. Response rates and parameter fitswere comparable in 25-min and 120-min sessions, showing little evidence of satiation.Overall, the findings suggest that socially-reinforced behavior shares functionalproperties with other reinforcers, and illustrate a promising set of methods for quantifying social reinforcement value.

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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 (February 6, 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 of the study are four pre-school teachers working in Ankara who teach students with special needs. In this study, the data were collected through the Teacher and Student Information Form and Learned Reinforcement Checklist which was developed by the author. The findings of the study indicate that the participants mostly use social reinforcers. In other words, they all prefer to use social reinforcers such as praise words and applauding for the students with special needs. The findings of the study indicate that the participants employ limited number of activity reinforcers and all teachers participated in the study employed token reinforcers for the students with special needs.

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Kelly, Maureen A., Eileen M. Roscoe, Gregory P. Hanley, and Kevin Schlichenmeyer. "Evaluation of assessment methods for identifying social reinforcers." Journal of Applied Behavior Analysis 47, no. 1 (March 2014): 113–35. http://dx.doi.org/10.1002/jaba.107.

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7

Nevin, John A. "Stimuli, reinforcers, and private events." Behavior Analyst 31, no. 2 (October 2008): 113–26. http://dx.doi.org/10.1007/bf03392165.

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8

Kim, Elizabeth S., Lauren D. Berkovits, Emily P. Bernier, Dan Leyzberg, Frederick Shic, Rhea Paul, and Brian Scassellati. "Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism." Journal of Autism and Developmental Disorders 43, no. 5 (October 31, 2012): 1038–49. http://dx.doi.org/10.1007/s10803-012-1645-2.

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9

Koegel, Robert L., Ty W. Vernon, and Lynn K. Koegel. "Improving Social Initiations in Young Children with Autism Using Reinforcers with Embedded Social Interactions." Journal of Autism and Developmental Disorders 39, no. 9 (April 9, 2009): 1240–51. http://dx.doi.org/10.1007/s10803-009-0732-5.

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10

Birkimer, John C., and Linda K. Bledsoe. "Covert Self-Reinforcers, Fear of Consequences, and Health Behavior." Journal of Social Psychology 139, no. 5 (October 1999): 654–64. http://dx.doi.org/10.1080/00224549909598425.

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11

Logue, A. W. "Research on self-control: An integrating framework." Behavioral and Brain Sciences 11, no. 4 (December 1988): 665–79. http://dx.doi.org/10.1017/s0140525x00053978.

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AbstractThe tendency to choose a larger, more delayed reinforcer over a smaller, less delayed one has frequently been termed “selfcontrol.” Three very different research traditions – two models emphasizing the control of local contingencies of reinforcement (Mischel's social learning theory and Herrnstein's matching law) and molar maximization models (specifically optimal foraging theory) – have all investigated behavior within the self-control paradigm. A framework is proposed to integrate research from all three research areas. This framework consists of three parts: a procedural analysis, a causal analysis, and a theoretical analysis. The procedural analysis provides a common procedural terminology for all three areas. The causal analysis establishes that, in all three research traditions, self-control varies directly with the current physical values of the reinforcers; that is, choices increase with reinforcer amount and decrease with reinforcer delay. But self-control also varies according to past events to which a subject has been exposed, and according to current factors other than the reinforcers. Each of the three models has therefore incorporated these indirect effects on self-control by postulating unobservable mechanisms. In all three cases, these mechanisms represent a subject's behavior as a function of a perceived environment. The theoretical analysis demonstrates that evolutionary theory can encompass the research from all three areas by considering differences in the adaptiveness of self-control in different situations. This integration provides a better and more predictive description of self-control.

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Brown, Elliot C., and Martin Brüne. "Reward in the mirror neuron system, social context, and the implications on psychopathology." Behavioral and Brain Sciences 37, no. 2 (April 2014): 196–97. http://dx.doi.org/10.1017/s0140525x13002240.

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AbstractPositive and negative reinforcers guide our behaviors as we interact with others in our social environment. Here, we present evidence that highlights a central role for reward in the general functioning of the mirror neuron system (MNS). We also discuss the relevance of reward-related modulation on other previous findings revealing certain properties of the MNS, and on social context and psychopathology.

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Holmes, George R., Yuji Sakano, Georgia H. Doran, James R. Doran, and Joseph Cautela. "Japanese High School and College Students' Responses to the Adolescent Reinforcement Survey Schedule." Psychological Reports 75, no. 2 (October 1994): 995–1006. http://dx.doi.org/10.2466/pr0.1994.75.2.995.

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Factor-analyzed correlations among items of the Japanese Adolescent Reinforcement Survey Schedule by Japanese high school students ( N = 939) and college students ( N = 500) were compared to investigate the changes in reinforcers between mid- and late adolescence, gender differences, and the specific groupings of reinforcers which suggest certain interventions for either or both groups of adolescents. The factor analysis yielded ten interpretable factors in both groups. These factors were similar and did not suggest a dramatic shift in reinforcers between mid- and late adolescence. Items related to heterosexual activities and antisocial behaviors were rated as more pleasurable by males and items related to interpersonal relationships and academic activities were rated as more pleasurable by females. Since both groups of students attach high reinforcement value to interpersonal interaction with peers and family members, interventions focusing on social skills development might be popular and well attended.

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Peláez-Nogueras, Martha. "Assessing social and nonsocial reinforcers: Contributions of contemporary conditioning studies with infants." Infant Behavior and Development 21 (April 1998): 77. http://dx.doi.org/10.1016/s0163-6383(98)91292-9.

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15

Huntington, Rachelle N., and Thomas S. Higbee. "The effectiveness of a video based preference assessment in identifying social reinforcers." European Journal of Behavior Analysis 19, no. 1 (December 2, 2017): 48–61. http://dx.doi.org/10.1080/15021149.2017.1404397.

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16

Champagne, Beatriz M., and Lawrence A. Pervin. "The relation of perceived situation similarity to perceived behavior similarity: Implications for social learning theory." European Journal of Personality 1, no. 2 (June 1987): 79–91. http://dx.doi.org/10.1002/per.2410010203.

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A number of theories suggest that people behave similarly in similar situations. Social learning theory in particular suggests that people behave similarly in situations perceived to be similar in their pattern of reinforcement contingencies. This study used two measures of perception of behavior similarity and three measures of perception of situation similarity for 20 situations chosen by each of II female subjects as beingss characteristic of her current life. Measures of perceived behavior similarity included paired comparison judgments and analyses of similarity of ratings of behavior probabilities. Measures of perceived situation similarity included paired comparison judgments and analyses of similarity of ratings of outcome or reinforcement contingencies for the specified behaviors, including both internal and external reinforcers. In addition, reliability estimates were obtained on some tasks. Results indicated the following: (1) Generally there was a statistically significant relationship between measures of perceived situation similarity and measures of perceived behavior similarity. The magnitude of the relationship varied considerably from subject to subject. (2) Measures of the same variables did not show better agreement with one another than they did with measures of the different variables, despite evidence of adequate reliability. The data suggested general support for social learning theory but also evidence that factors other than perceived reinforcers in the situation influence how situations are perceived and how people behave in them.

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Holth, Per, Monica Vandbakk, Jonny Finstad, Else Marie Grønnerud, and Janne Mari Akselsen Sørensen. "An operant analysis of joint attention and the establishment of conditioned social reinforcers." European Journal of Behavior Analysis 10, no. 2 (December 2009): 143–58. http://dx.doi.org/10.1080/15021149.2009.11434315.

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18

Pitts, Raymond C., Christine E. Hughes, and Dean C. Williams. "TRANSITIONS FROM RICH-TO-LEAN SCHEDULES INCREASE ATTACK IN A LABORATORY MODEL OF SOCIAL AGGRESSION IN PIGEONS: II. FIXED-INTERVAL SCHEDULES." Revista Mexicana de Análisis de la Conducta 45, no. 2 (December 1, 2019): 519–46. http://dx.doi.org/10.5514/rmac.v45.i2.75582.

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Pigeons key pecked under two-component multiple fixed-interval (FI) schedules. Each component provided a different reinforcer magnitude (small or large), signaled by the color of the key light. Attacks toward a live, protected target pigeon were measured. Large- (rich) and small- (lean) reinforcer components alternated irregularly such that four different interval types (transitions) between the size of the immediately preceding reinforcer and the size of the upcoming reinforcer occurred within each session: lean-to-lean, lean-to-rich, rich-to-lean, and rich-torich transitions. The FI for each component was the same within each phase, but was manipulated across phases. For all pigeons, more attack occurred following the presentations of the larger reinforcer (i.e., during rich-to-lean and rich-to-rich transitions). For 2 of the 3 pigeons, this effect was modulated by the size of the upcoming reinforcer; attack following larger reinforcers was elevated when the upcoming reinforcer was small (i.e., during rich-to-lean transitions). This rich-to-lean effect on attack diminished or disappeared as the length of the FI schedule was increased (i.e., control over attack by the upcoming reinforcer size diminished with increases in the inter-reinforcement interval). For all pigeons and at all FIs, however, postreinforcement pauses were longest during the rich-to-lean transitions. These data (1) are consistent with the notion that postreinforcement periods during intermittent schedules function aversively and, thus, can precipitate aggressive behavior, and (2) suggest that rich-to-lean conditions may be especially aversive. They also indicate, however, that aversive effects of rich-to-lean transitions may differ across fixed-ratio (FR) and FI schedules, and that variables controlling attacking and pausing may not be isomorphic between these different schedule types.

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Lanovaz, Marc J., and Sarah C. Huxley. "Effects of background music on socially reinforced problem behaviors in children with autism spectrum disorders." Psychology of Music 45, no. 3 (July 19, 2016): 450–56. http://dx.doi.org/10.1177/0305735616657408.

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Prior research has shown that background music may be effective at reducing problem behaviors maintained by non-social (sensory) reinforcement in children with autism spectrum disorders (ASD). However, no study has examined the effects of background music on socially-reinforced problem behaviors, which are also common in this population. Thus, the purpose of our study was to extend previous research by examining the effects of background music on engagement in problem behaviors maintained by social reinforcement in children with ASD. Following a music preference assessment and a functional analysis, we used an alternating-treatment design to examine the effects of background music on problem behaviors in three children with ASD. Background music produced clear reductions in problem behaviors for one participant and marginal reductions in a second participant. Albeit preliminarily, our results indicate that background music may reduce engagement in problem behaviors maintained by access to other socially-mediated reinforcers.

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20

Adolphs, Ralph. "Is reward an emotion?" Behavioral and Brain Sciences 23, no. 2 (April 2000): 192. http://dx.doi.org/10.1017/s0140525x00222425.

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The brain and emotion treats emotions as states elicited by reinforcers (reward or punishment), but it is unclear how this view can do justice to the diversity of emotions. It is also unclear how such a view distinguishes emotions from states such as hunger and thirst. A complementary approach to understanding emotions may begin by considering emotions as aspects of social cognition.

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Staum, M. J., and M. Brotons. "Issues in Music for Children in a Homeless Shelter: Social Objectives and Choice of Reinforcers." Journal of Music Therapy 32, no. 4 (December 1, 1995): 248–64. http://dx.doi.org/10.1093/jmt/32.4.248.

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22

Mustikawati, Adisa, and Woro Kurnianingrum. "PENERAPAN FORWARD CHAINING DALAM MENINGKATKAN KEMAMPUAN MANDI SECARA MANDIRI PADA REMAJA DENGAN MILD INTELLECTUAL DISABILITY." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 2, no. 1 (June 1, 2018): 154. http://dx.doi.org/10.24912/jmishumsen.v2i1.1623.

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Hambatan dalam fungsi adaptif merupakan salah satu karakteristik individu dengan intellectual disability. Hal yang termasuk ke dalam fungsi adaptif, yaitu kemampuan bina diri atau perawatan diri. Individu dengan mild intellectual disability merupakan individu yang mampu didik, yaitu mampu untuk mempelajari keterampilan hidup sehari-hari. Salah satu kemampuan adaptif yang dapat ditingkatkan pada individu dengan mild intellectual disability adalah mandi secara mandiri. Kemampuan mandi secara mandiri merupakan salah satu kemampuan yang perlu dikuasai karena berkaitan dengan kebersihan diri sendiri dan kesehatan kulit. Dengan menggunakan teknik forward chaining, satu orang remaja dengan mild intellectual disability mendapatkan pelatihan untuk meningkatkan kemampuannya dalam mandi secara mandiri, terutama dalam mempertahankan kemampuan yang sudah dikuasai dan melatih kemampuan yang sebelumnya belum ada atau ditunjukkan. Pemberian prompting dan social reinforcers juga digunakan dalam penelitian ini. Prompt yang diberikan meliputi instruksi atau arahan. Intervensi dilakukan selama 9 sesi. Hasil dari penelitian ini adalah telah terbentuk perilaku mandi sebagai bagian dari kemampuan bina diri pada remaja dengan mild intellectual disability. Peneliti menyimpulkan bahwa program modifikasi perilaku dengan menggunakan teknik forward chaining disertai dengan pemberian prompt dan social reinforcers menampilkan efektivitas jangka panjang, di mana perilaku mandi secara mandiri dengan langkah-langkah yang tepat dapat dipertahankan oleh subyek apabila terus dilakukan penguatan dengan berulang dan jangka waktu yang panjang atau sesi lebih banyak.

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Olaff, Heidi Skorge, and Per Holth. "The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers." Analysis of Verbal Behavior 36, no. 1 (January 16, 2020): 21–48. http://dx.doi.org/10.1007/s40616-019-00122-0.

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Capaldi, E. J., Daniel J. Miller, and Suzan Alptekin. "A conditional numerical discrimination based on qualitatively different reinforcers." Learning and Motivation 20, no. 1 (February 1989): 48–59. http://dx.doi.org/10.1016/0023-9690(89)90031-3.

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Hofstetter, C. Richard, John D. Clapp, Jon-Patrick Allem, Suzanne C. Hughes, Yawen Li, Veronica Irvin, Alan J. Daly, Sunny Kang, and Melbourne F. Hovell. "Social networks and alcohol consumption among first generation Chinese and Korean immigrants in the Los Angeles metropolitan area." International Journal of Alcohol and Drug Research 3, no. 4 (December 11, 2014): 245–55. http://dx.doi.org/10.7895/ijadr.v3i4.188.

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Hofstetter, C., Clapp, J., Allem, J., Hughes, S., Li, Y., Irvin, V., Daly, A., Kang, S., & Hovell, M. (2014). Social networks and alcohol consumption among first generation Chinese and Korean immigrants in the Los Angeles metropolitan area. The International Journal Of Alcohol And Drug Research, 3(4), 245-255. doi:http://dx.doi.org/10.7895/ijadr.v3i4.188Aims: To test hypotheses involving mechanisms of reinforcement of alcohol behaviors operating in social networks.Design: Telephone interviews conducted by professional interviewers in Mandarin or Korean or English with first generation Chinese (from Mainland or Taiwan) and Korean immigrants residing using a dual frame stratified sampling design. Combined probability and non-probability approaches for sampling due to the widespread use of cell phones. Interviews were conducted in language of preferences with over 95% of interviews in Korean or Mandarin.Setting: Residents of three counties with the largest proportions of eligible residents (Los Angeles, Orange, and San Bernardino) were included.Participants: Adult residents (21 and over) stratified by gender who could be reached by telephone constituted the sample.Measures: Measures included frequency/amount alcohol consumption drawn from NIAAA standard, a “relax, socialize, have fun with” name generator was used to identify alters. Reinforcers within networks were measured by participant reports of amount of alter drinking, drunkenness, and encouragement to drink, acculturation, and demographic variables were measured by self report.Findings: Using a random effects approach and controlling for other variables, including drinking in the network, acculturation, Korean/Chinese origin, and demographics, source of immigration, network context, as was and sampling frame, encouragement to drink in the network was related to drinking (P<.05).Conclusions: Studies of social networks in relation to health behaviors should include measures of actions within networks, especially reinforcers of behaviors, in order to understand the functioning and consequences of networks.

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Miller, Janice, and Ben F. Eller. "AN EXAMINATION OF THE EFFECT OF TANGIBLE AND SOCIAL REINFORCERS ON INTELLIGENCE TEST PERFORMANCE OF MIDDLE SCHOOL STUDENTS." Social Behavior and Personality: an international journal 13, no. 2 (January 1, 1985): 147–57. http://dx.doi.org/10.2224/sbp.1985.13.2.147.

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The purpose of this study was to determine if intelligence quotient mean test scores of middle school students of different races, sexes, and socioeconomic classes could be significantly increased through the use of tangible and intangible rewards of money and praise. One hundred and thirty-five students from lower and middle socioeconomic classes were randomly assigned to three groups. The stratified groups, two experimental and one control, contained approximately the same number of male and female students. The students were identified as lower and middle socioeconomic class whites and lower socioeconomic blacks. Ten hypothesis were tested and the results supported the following:). Significant increases in the intelligence quotient test scores of lower class blacks were dependent upon monetary reward. 2. Significant increases in the intelligence quotient test scores of middle and lower class whites occurred when spoken verbal praise was administered. 3. The sequencing of money first and praise second led to significant increases in the scores of lower and middle class white females and middle class males.

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Feuerbacher, Erica N., and Clive D. L. Wynne. "RELATIVE EFFICACY OF HUMAN SOCIAL INTERACTION AND FOOD AS REINFORCERS FOR DOMESTIC DOGS AND HAND-REARED WOLVES." Journal of the Experimental Analysis of Behavior 98, no. 1 (July 2012): 105–29. http://dx.doi.org/10.1901/jeab.2012.98-105.

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Rodriguez, Paloma P., and Anibal Gutierrez. "A comparison of two procedures to condition social stimuli to function as reinforcers for children with autism." Behavioral Development Bulletin 22, no. 1 (April 2017): 159–72. http://dx.doi.org/10.1037/bdb0000059.

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McConnell, Leanna, and Wendy Troop-Gordon. "Attentional Biases to Bullies and Bystanders and Youth’s Coping With Peer Victimization." Journal of Early Adolescence 41, no. 1 (June 15, 2020): 97–127. http://dx.doi.org/10.1177/0272431620931206.

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Effectively coping with peer victimization may be facilitated by deploying attention away from threat (i.e., bullies, reinforcers) and toward available support (e.g., defenders). To test this premise, 72 early adolescents (38 girls; Mage = 11.67, SD = 8.14 months) watched video clips of youth actors portraying a bully aggressing against a victim in front of a reinforcer and a defender. Coping was assessed using self-reports, and peer victimization was assessed through peer-, teacher-, and parent-reports. At high levels of peer victimization, attention to the bully was associated with less seeking of adult support and greater retaliation. Contrary to predictions, at high levels of victimization, attention to defenders was associated with an internalizing coping profile for boys and a retaliatory profile for girls. Thus, attentional biases may contribute to poor coping responses among victimized youth, underscoring the need to study how attention to cues is translated into actionable coping strategies.

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O’Daly, Matthew, Steven Meyer, and Edmund Fantino. "Value of conditioned reinforcers as a function of temporal context." Learning and Motivation 36, no. 1 (February 2005): 42–59. http://dx.doi.org/10.1016/j.lmot.2004.08.001.

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Forzano, L. B., and A. W. Logue. "Self-Control in Adult Humans: Comparison of Qualitatively Different Reinforcers." Learning and Motivation 25, no. 1 (February 1994): 65–82. http://dx.doi.org/10.1006/lmot.1994.1004.

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Brownjohn, M. D. R. "Acquisition of Makaton Symbols by a Young Man with Severe Learning Difficulties." Behavioural Psychotherapy 16, no. 2 (April 1988): 85–94. http://dx.doi.org/10.1017/s0141347300012891.

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Recognition of and discrimination between seven Makaton symbols was taught to a young man with severe mental handicap and some physical difficulties which, combined with “poor motivation”, had previously resulted in his failing to learn signing. An errorless learning approach as well as tangible and social reinforcers were used to teach the symbols, while over-learning may also have been important in promoting retention. Following the successful completion of the programme the young man was accepted for speech therapy and further communication training, for which he had previously been thought unsuitable.

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Smith, Deanne, and Aharon Tziner. "Moderating Effects of Affective Disposition and Social Support on the Relationship between Person-Environment Fit and Strain." Psychological Reports 82, no. 3 (June 1998): 963–83. http://dx.doi.org/10.2466/pr0.1998.82.3.963.

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The moderating effects of affective disposition and social support on the relationship between fit and strains were examined. Person-environment fit was measured in terms of occupational needs and reinforcers. Both positive and negative affectivity were investigated. Data were collected by means of a self-report questionnaire from 241 nurses in a Canadian hospital. Consistent with previous findings, fit was related to work satisfaction and all but one measure of psychological strain. Some support was found for the moderating effects of positive affectivity on work satisfaction and burnout, and scores on both positive and negative affectivity showed significant main effects on strain measures. Although there was no evidence of a buffering effect for social support, main effects of social support were significant for work satisfaction and one component of burnout, i.e., emotional exhaustion. Implications are discussed and recommendations for future research proposed.

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Winfree, L. Thomas, and Frances P. Bernat. "Social Learning, Self-Control, and Substance Abuse by Eighth Grade Students: A Tale of Two Cities." Journal of Drug Issues 28, no. 2 (April 1998): 539–58. http://dx.doi.org/10.1177/002204269802800213.

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Social learning theory has been used to explain substance abuse among adolescents literally from its inception in the 1960s. This theory suggests that basically good children learn to become substance abusers due to such social forces as internalized definitions supportive of delinquent behavior, the influence of delinquent peers, the presence of powerful social reinforcers, and the absence of adequate social punishers. Self-control theory, a more recent theoretical entry, has rather different views about adolescent misbehavior: children become delinquent owing to inadequate parenting and poorly developed self-controls. Taken together these two perspectives should provide unique insights into the self-reported substance abuse of eighth grade students in two rather different cities: Phoenix, Arizona, and Las Cruces, New Mexico, despite the considerable differences between the two cities. We address the following question: to what extent do social learning theory and self-control theory provide insights into the city-specific patterns of self-reported substance abuse. We also review the theoretical and policy implications of our findings.

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di Chiara, Gaetano, Elio Acquas, and Gianluigi Tanda. "Ethanol as a neurochemical surrogate of conventional reinforcers: The dopamine-opioid link." Alcohol 13, no. 1 (January 1996): 13–17. http://dx.doi.org/10.1016/0741-8329(95)02034-9.

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Galizio, Mark, and William Buskist. "Laboratory Lore and Research Practices in the Experimental Analysis of Human Behavior: Selecting Reinforcers and Arranging Contingencies." Behavior Analyst 11, no. 1 (April 1988): 65–69. http://dx.doi.org/10.1007/bf03392457.

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Blake, Concepcion, Weiqi Wang, Gwendolyn Cartledge, and Ralph Gardner. "Middle School Students with Serious Emotional Disturbances Serve as Social Skills Trainers and Reinforcers for Peers with SED." Behavioral Disorders 25, no. 4 (August 2000): 280–98. http://dx.doi.org/10.1177/019874290002500402.

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Gutierrez, Anibal, Aaron J. Fischer, Melissa N. Hale, Jennifer S. Durocher, and Michael Alessandri. "DIFFERENTIAL RESPONSE PATTERNS TO THE CONTROL CONDITION BETWEEN TWO PROCEDURES TO ASSESS SOCIAL REINFORCERS FOR CHILDREN WITH AUTISM." Behavioral Interventions 28, no. 4 (September 24, 2013): 353–61. http://dx.doi.org/10.1002/bin.1372.

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Spillane, Nichea S., Katelyn T. Kirk-Provencher, Melissa R. Schick, Tessa Nalven, Silvi C. Goldstein, and Christopher W. Kahler. "Identifying Competing Life Reinforcers for Substance Use in First Nation Adolescents." Substance Use & Misuse 55, no. 6 (January 22, 2020): 886–95. http://dx.doi.org/10.1080/10826084.2019.1710206.

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Kowalski, Brian R., and Richard J. Lundman. "Austin Turk, stratification reinforcers and reversals, and traffic ticket decisions by Boston police during April and May of 2001." Research in Social Stratification and Mobility 28, no. 2 (June 2010): 157–70. http://dx.doi.org/10.1016/j.rssm.2010.01.004.

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Kalmijn, Matthijs. "Marriage Rituals as Reinforcers of Role Transitions: An Analysis of Weddings in The Netherlands." Journal of Marriage and Family 66, no. 3 (August 2004): 582–94. http://dx.doi.org/10.1111/j.0022-2445.2004.00039.x.

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Russo, Samantha R., Matt Tincani, and Saul Axelrod. "Evaluating Open-Ended Parent Reports and Direct Preference Assessments to Identify Reinforcers for Young Children With Autism." Child & Family Behavior Therapy 36, no. 2 (April 2014): 107–20. http://dx.doi.org/10.1080/07317107.2014.910732.

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Gewirtz, Jacob L. "The efficacy of contingent attention and of other social stimuli as reinforcers of diverse infant responses in operant learning." Infant Behavior and Development 21 (April 1998): 78. http://dx.doi.org/10.1016/s0163-6383(98)91293-0.

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Hale, W. Daniel, and C. D. Cochran. "Locus of Control across the Adult Lifespan." Psychological Reports 59, no. 1 (August 1986): 311–13. http://dx.doi.org/10.2466/pr0.1986.59.1.311.

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A relatively homogeneous sample of 655 college alumni was used to examine differences in locus of control as a function of age. The mean score on the Adult Nowicki-Strickland Internal-External Locus of Control Scale was significantly higher (more external) for those 65 yr. of age and older ( M = 8.61) than for the younger adults ( M = 7.14). Possible explanations for this apparent small increase in externality with age include physical and social changes which accompany aging. The decline in internality may not reflect an actual change in the degree of control of reinforcers but rather a more accurate or realistic assessment of the extent to which adults of all ages can actually control their lives.

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Amaral, Inês M., Cristina Lemos, Isabella Cera, Georg Dechant, Alex Hofer, and Rana El Rawas. "Involvement of cAMP-Dependent Protein Kinase in the Nucleus Accumbens in Cocaine Versus Social Interaction Reward." International Journal of Molecular Sciences 22, no. 1 (December 31, 2020): 345. http://dx.doi.org/10.3390/ijms22010345.

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Evidence suggests that PKA activity in the nucleus accumbens (NAc) plays an essential role in reward-related learning. In this study, we investigated whether PKA is differentially involved in the expression of learning produced by either natural reinforcers or psychostimulants. For that purpose, we inhibited PKA through a bilateral infusion of Rp-cAMPS, a specific PKA inhibitor, directly into the NAc. The effects of PKA inhibition in the NAc on the expression of concurrent conditioned place preference (CPP) for cocaine (drug) and social interaction (natural reward) in rats were evaluated. We found that PKA inhibition increased the expression of cocaine preference. This effect was not due to altered stress levels or decreased social reward. PKA inhibition did not affect the expression of natural reward as intra-NAc Rp-cAMPS infusion did not affect expression of social preference. When rats were trained to express cocaine or social interaction CPP and tested for eventual persisting preference 7 and 14 days after CPP expression, cocaine preference was persistent, but social preference was abolished after the first test. These results suggest that PKA in the NAc is involved in drug reward learning that might lead to addiction and that only drug, but not natural, reward is persistent.

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Lourenço, Sofia M. "Monetary Incentives, Feedback, and Recognition—Complements or Substitutes? Evidence from a Field Experiment in a Retail Services Company." Accounting Review 91, no. 1 (May 1, 2015): 279–97. http://dx.doi.org/10.2308/accr-51148.

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ABSTRACT This study investigates the performance effects of the combined use of three reinforcers, or incentive motivators, commonly used by companies: monetary incentives, feedback, and recognition. Using a field experiment in a retail services company, I test whether these incentives, which appeal to diverse motivation mechanisms—tangible payoffs, self-regulation, and social esteem—and, hence, have different utilities, are complements or substitutes. The results of the hard performance data collected, in the form of a ratio of sales relative to goals, show that monetary incentives and recognition are substitutes, while feedback is independent of the other incentives. The negative interaction between monetary incentives and recognition is evidence of crowding out between tangible payoffs and social esteem motivations. Individually, these two incentives have a positive impact on performance of about 13 percentage points, which corresponds to a 32.5 percent performance increase. Feedback interactions and main effects are not statistically significant, which suggests that, in this setting, providing feedback in the form of knowledge of results has no impact.

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Johansson, Magnus, Anthony Biglan, and Dennis Embry. "The PAX Good Behavior Game: One Model for Evolving a More Nurturing Society." Clinical Child and Family Psychology Review 23, no. 4 (August 25, 2020): 462–82. http://dx.doi.org/10.1007/s10567-020-00323-3.

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Abstract This paper describes the culture and components of the PAX Good Behavior Game and offers it as one model for how to enhance the well-being of populations through the diffusion of nurturing practices into several venues of society. The PAX components, also known as evidence-based kernels, are proposed to be useful in classrooms, families, organizations, criminal justice, and in improving public discussion and government. Kernels affect behavior in the short- and long-term through combinations of antecedents, reinforcers, relational networks, and physiological effects. Identifying common strategies, tools, and clear targets of change is suggested as a way to work towards evolving freely available evidence-based tools that can be combined to improve social conditions in multiple contexts.

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Riketta, Michael, Rolf Van Dick, and Denise M. Rousseau. "Employee attachment in the short and long run." Zeitschrift für Personalpsychologie 5, no. 3 (July 2006): 85–93. http://dx.doi.org/10.1026/1617-6391.5.3.85.

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Abstract. This article discusses the distinction between situated (i. e., temporary and limited) identification and deep-structure (i. e., enduring and multi-faceted) identification with organizations. Research in the social identity tradition suggests that managers can foster employees’ situated identification by emphasizing (a) organizational successes, (b) competition with other firms, (c) employees’ shared features, and (d) personal and organizational distinctiveness. Repeated exposure to these identity reinforcers can turn situated identification into deep-structure identification, especially when employees trust the organization and derive particularistic resources from it (e. g., recognition, information, status). This article concludes with the positive and negative consequences of deep-structure and situated identification for (a) the acceptance of organizational change, (b) reactions to threats to organizational status, and (c) temporary work relationships.

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Madrigal, Kenneth, Cinthia Hernández, and Carlos Flores. "Effects of the number of acquisition sessions and scheduled reinforcers on ABA renewal." Learning and Motivation 63 (August 2018): 162–68. http://dx.doi.org/10.1016/j.lmot.2018.07.002.

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Kang, Soyeon, Mark O’Reilly, Laura Rojeski, Kara Blenden, Ziwei Xu, Tonya Davis, Jeff Sigafoos, and Giulio Lancioni. "Effects of tangible and social reinforcers on skill acquisition, stereotyped behavior, and task engagement in three children with autism spectrum disorders." Research in Developmental Disabilities 34, no. 2 (February 2013): 739–44. http://dx.doi.org/10.1016/j.ridd.2012.10.007.

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