Academic literature on the topic 'Verbal reinforcement'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Verbal reinforcement.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Verbal reinforcement"
1
Frahesti, Dian, and Harum Natasha. "Teacher's Reinforcement in Teaching English at High School Level." Lingua Susastra 1, no. 1 (September 10, 2020): 31–40. http://dx.doi.org/10.24036/ls.v1i1.4.
Full textAbstract:
This study aims to determine the teacher's reinforcement in teaching English at the high school level. This is important to do because strengthening is one of the strategies that teachers can apply in increasing interest and motivation to learn to achieve satisfactory student achievement. This research uses qualitative methods with descriptive techniques. In data collection, researchers conducted interviews and observations on teachers of SMA Islam Negeri 2 Kuantan Singingi to determine the components of reinforcement used by teachers in learning English. The results of this study indicate that the English teacher uses verbal and non-verbal reinforcement in learning English. For verbal reinforcement, the teacher uses reinforcement with words and reinforcement with sentences. For non-verbal reinforcement, the teacher uses gesture reinforcement, closeness strengthening, contact strengthening, activity reinforcement, and token reinforcement. The reinforcement most often used by teachers in teaching English was reinforcement with words, while the reinforcement that was rarely used by teachers was token reinforcement.
2
James, M. R. "Verbal Reinforcement and Self-Monitoring Inclinations." Journal of Music Therapy 23, no. 4 (December 1, 1986): 182–93. http://dx.doi.org/10.1093/jmt/23.4.182.
Full text
3
Leue, Anja, Sebastian Lange, and André Beauducel. "Reinforcement Sensitivity and Conflict Processing." Journal of Individual Differences 33, no. 3 (January 2012): 160–68. http://dx.doi.org/10.1027/1614-0001/a000096.
Full textAbstract:
The revised reinforcement sensitivity theory relates individual differences in conflict processing to aversive reinforcement. Conflict monitoring was modulated by means of three reinforcement-related conflict levels in a Go/Nogo task. The small conflict level entailed aversive verbal-nonmonetary feedback, the medium conflict level provided verbal and monetary loss feedback, and the high conflict level included verbal and monetary gain and loss feedback. In a sample of N = 91 students, treatment-induced changes of ERP data were reflected by an early N2 factor that occurred in a spatiotemporal principal component analysis including all conflict levels. The results indicate that the Nogo N2 was more negative following verbal-monetary reinforcement compared to verbal-nonmonetary reinforcement, whereas a ceiling effect probably occurred for the gain and loss condition. Low trait-BIS individuals showed more negative N2 scores on this factor in the medium and high compared to the small conflict level, whereas the N2 of high trait-BIS individuals did not change. This indicates that reinforcement as well as individual differences modulate conflict-monitoring intensity.
4
Rogers-Wallgren, Janet L., Ron French, and Vic Ben-Ezra. "Use of Reinforcement to Increase Independence in Physical Fitness Performance of Profoundly Mentally Retarded Youth." Perceptual and Motor Skills 75, no. 3 (December 1992): 975–82. http://dx.doi.org/10.2466/pms.1992.75.3.975.
Full textAbstract:
The purpose of this study was to examine the influence of verbal praise and verbal praise plus music or vibratory reinforcement on the level of independent performance on abdominal strength and endurance, lower back and hip flexibility, and upper body strength/endurance exercises of 12 profoundly mentally retarded, ambulatory youth, ages 10 to 18 years. A single-subject AB design with a control group was used to assess the difference in performance of physical fitness under the baseline condition of no reinforcement and under the two experimental conditions of verbal praise and verbal praise plus music or vibratory reinforcement. In contrast to previous results reported in the literature, verbal praise and verbal praise plus music or vibratory reinforcement were not effective in increasing the level of independence in performing selected physical fitness tasks.
5
Mason, Lee L., Donald Davis, and Alonzo Andrews. "Token Reinforcement of Verbal Responses Controlled by Temporally Removed Verbal Stimuli." Analysis of Verbal Behavior 31, no. 1 (March 18, 2015): 145–52. http://dx.doi.org/10.1007/s40616-015-0032-4.
Full text
6
Lestari, Maria Ana Mei. "Teachers’ reinforcement and students’ perception to the teachers in English classroom." ELT Forum: Journal of English Language Teaching 9, no. 1 (July 23, 2020): 96–106. http://dx.doi.org/10.15294/elt.v9i1.36461.
Full textAbstract:
The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research. The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.
7
Lashley, Joyce K., Eric H. Gamble, Charles E. Grenier, George A. Roundtree, and S. Thomas Elder. "An Empirical Account of Temperature Biofeedback Applied in Groups." Psychological Reports 60, no. 2 (April 1987): 379–88. http://dx.doi.org/10.2466/pr0.1987.60.2.379.
Full textAbstract:
The threefold purpose of this study was: (1) to determine whether hand-temperature biofeedback could be used in groups, (2) to investigate the role of the biofeedback therapist in a group setting, and (3) to determine to what extent, if any, group cohesion developed as a result of biofeedback and verbal reinforcement. Three groups of volunteer subjects were tested. Group A served as a control, Group B received feedback only, and Group C received feedback plus verbal reinforcement. Five people in each group met once weekly for six consecutive weeks. Hand temperature, seating arrangements, frequency of group leaders-to-member reinforcement, and frequency of member-to-member reinforcement were recorded throughout. Analysis indicated biofeedback of hand temperature can be done in groups. Verbal reinforcement from a live therapist (group leader) facilitated biofeedback training, and group cohesion developed readily under conditions of feedback and/or verbal reinforcement. The results were discussed in terms of their relevance to current clinical practice and research.
8
French, Ron, Lisa M. Silliman, Vic Ben-Ezra, and Melinda Landrieu-Seiter. "Influence of Selected Reinforcers on the Cardiorespiratory Exercise Behavior of Profoundly Mentally Retarded Youth." Perceptual and Motor Skills 74, no. 2 (April 1992): 584–86. http://dx.doi.org/10.2466/pms.1992.74.2.584.
Full textAbstract:
6 profoundly mentally retarded youth were provided a 5-wk. stair-climbing program to improve cardiorespiratory fitness behavior. Three subjects were provided verbal plus food reinforcement and the other three received verbal reinforcement during the intervention phase. Based on the visual inspection of the data, both types of reinforcement increased the number of steps taken and exercise time.
9
Yunanik, Siti. "Pemberian Penguatan Verbal dan Non-verbal untuk Meningkatkan Hasil Belajar Siswa dalam Pembelajaran Kepahlawanan dan Patriotisme." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 2, no. 2 (July 1, 2019): 98. http://dx.doi.org/10.36312/e-saintika.v2i2.75.
Full textAbstract:
[Title: The Provision of Verbal and Non-verbal Reinforcement to Improve Student Learning Achievement in Heroism and Patriotism Subject Matter]. The purpose of this study is to improve student learning achievement on the heroic and patriotism figures subject matter through the provision of verbal and non-verbal reinforcement. This research is a class action research (CAR) with the subject of the research were class IV students in semester 1 of SDN 2 Sandik, amounting to 28 students. Student learning achievement data were collected using test instruments and analyzed descriptively-qualitatively. The results showed that the student learning achievement in the first cycle was in the medium category (mean = 5.50) increased in the second cycle (mean = 8.25) with the good category. The implementation of learning has also increased in each cycle. Based on the results of the study it can be concluded that the provision of verbal and non-verbal reinforcement can improve student learning achievement on the heroic and patriotism figures subject matter at SDN 2 Sandik.
10
Byrne, Tom, Sarah McNulty, Quinton Babcock, Debra Connors, Jennifer MacMillin, Felicia Duguay, and Coarine Maloy. "Verbal Behavior and Initial Exposure to Delayed Reinforcement." Analysis of Verbal Behavior 17, no. 1 (April 2000): 129–41. http://dx.doi.org/10.1007/bf03392960.
Full textDissertations / Theses on the topic "Verbal reinforcement"
1
O'Shields, Elizabethann M. "The effects of shaping and instructing verbal behavior on human schedule performance." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3269.
Full textAbstract:
Thesis (M.A.)--West Virginia University, 2003.Title from document title page. Document formatted into pages; contains vii, 85 p. : ill. Includes abstract. Includes bibliographical references (p. 47-50).
2
Prentice, Ray (Grant Ray). "Effects of Positive Verbal Reinforcement on the Four Underlying Factors in Intrinsic Motivation." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc501188/.
Full textAbstract:
The study examined the effects of positive verbal reinforcement on intrinsic motivation by determining differential effects over four multidimensions of Ryan's Intrinsic Motivation Inventory (IMI). Subjects (N=60) were 30 male and 30 female college students. The subjects were blocked by gender and randomly assigned to a positive verbal reinforcement group or a control group. The subjects received 10 trials on the stabilometer. The results of the study indicated that there were significant group differences for composite intrinsic motivation and for perceived competence; however, there were no significant gender differences found. Furthermore, no group differences were reported for the underlying factors of interest/enjoyment, effort, or pressure/tension.
3
Bekker-Pace, Ruthie. "Correspondence Between Verbal Behavior About Reinforcers and Performance Under Schedules of Reinforcement." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5389/.
Full textAbstract:
Important advancements have been made in the identification of reinforcers over the past decade. The use of preference assessments has become a systematic way to identify preferred events that may function as reinforcers for an individual's behavior. Typically, preference assessments require participants to select stimuli through verbal surveys or engagement with stimuli as preferred or non-preferred. Not all studies go on to directly test the effects of the preferred stimuli, and even fewer studies directly test for the effects of the non- preferred stimuli. The present study systematically identified preferred and non-preferred stimuli in adult human subjects by verbal report and then proceeded to test the effects of both verbally reported preferred and non preferred events on single and concurrent schedules of reinforcement. The results are discussed in terms of contemporary concerns regarding preference and reinforcer assessments.
4
Cortez, Mariéle de Cássia Diniz. "Correspondência verbal/não verbal: efeitos da intermitência de reforçamento e da história de fracasso escolar." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2999.
Full textAbstract:
Made available in DSpace on 2016-06-02T19:46:02Z (GMT). No. of bitstreams: 1
2180.pdf: 923936 bytes, checksum: 8c877a2bc70bc866deb865883e5ade93 (MD5)
Previous issue date: 2008-02-25Universidade Federal de Minas Gerais
The present proposal is based on the assumption that verbal responding is operant behavior established and maintained by reinforcement contingencies, and that this behavior can be analysed as a dependent variable. Recent research about say-do correspondence have used the educational context to investigate conditions able to guarantee corresponding reports of errors and correct responses about academical activities. The present study investigated the influence of a history of school failure and task difficulty on self-report of two groups of children about their reading performance, as well the effects of reinforcement schedules on the establishment and maintenance of accurate reports. Four children with history of school failure and four children without such history, all of them attending Fundamental Education, participated. Doing consisted in reading aloud a written word presented on the computer s screen and Saying in reporting if the reading was correct or not. The experiment began with a General Pretest that evaluated the participants reading repertoire, followed by baseline sessions that verified frequency of corresponding reports as a function of increasing probability of errors in a session (10, 25, 50 e 70%). On the next phase, correspondence training sessions, in which corresponding reports were reinforced continuously and later intermittently (variable ratio), were conducted. Finally, a baseline return was conducted to evaluate if the previously trained conditions were sufficient to promote accurate self-report maintenance. Points exchangeable for gifts were used as consequences. There were no pronounced differences on the average of corresponding reports of errors or correct responses between the two groups during the first baseline, along the different error probabilities programmed (except during 50% error probability). On the other hand, most non-corresponding reports of error occurred when the programmed error probability was about 50% for the children with history of school failure and about 25% for those without such history. The correspondence training was effective to produce corresponding reports for all participants. The high correspondence level was maintained during the intermittent reinforcement phase as well during the subsequent extinction condition. Error frequency seemed to be a relevant variable for self-report accuracy for all children on this study, independently of the presence or absence of history of school failure and of the increasing levels of task difficulty. The intermittent reinforcement training was effective to maintain corresponding reports of errors and correct responses during subsequent conditions in which no consequences for responding were programmed.
A presente proposta apóia-se na suposição de que o responder verbal é um comportamento operante estabelecido e mantido por contingências de reforçamento, podendo ser analisado como variável dependente. Pesquisas recentes sobre correspondência fazer-dizer têm utilizado o contexto educacional para investigar condições capazes de garantir relatos correspondentes de acerto e erro em atividades acadêmicas. O presente estudo investigou a influência da história de fracasso escolar e da dificuldade da atividade sobre o auto-relato de dois grupos de crianças sobre seus desempenhos em leitura, bem como o efeito de esquemas de reforço sobre o estabelecimento e a manutenção de relatos acurados. Participaram deste estudo quatro crianças com história de fracasso escolar e quatro crianças sem história de fracasso escolar, todas do Ensino Fundamental. Fazer consistiu em ler em voz alta uma palavra escrita no computador e Dizer em relatar se a leitura foi ou não correta. O experimento foi iniciado com um pré-teste geral que avaliou o repertório de leitura dos participantes, seguido por sessões de linha de base que verificaram a freqüência dos relatos correspondentes em função da probabilidade de erro crescente ao longo das sessões (10, 25, 50 e 70%). Na fase seguinte, foram realizadas sessões de treino de correspondência, em que os relatos correspondentes foram reforçados, primeiramente de forma contínua e, num segundo momento, de forma intermitente (razão variável). Por fim, houve o retorno à linha de base, que avaliou se as condições anteriores de treino foram suficientes para promover a manutenção de auto-relatos acurados. Como conseqüências foram utilizados pontos trocáveis por brindes. Não houve diferenças acentuadas entre as médias de relatos correspondentes de acertos e erros para os dois grupos, durante a linha de base inicial, nas diferentes faixas de probabilidade de erro (apenas na faixa de 50%). No entanto, a maior freqüência de relatos não-correspondentes de erro ocorreu quando a probabilidade de erro programada era de 50% para as crianças com fracasso escolar e de 25% para as crianças sem fracasso escolar. O treino de correspondência produziu relatos correspondentes para todos os participantes. O nível elevado de correspondência foi mantido tanto na fase de reforçamento intermitente quanto na condição subseqüente de extinção. O erro pareceu ser variável relevante para a acurácia do relato de leitura de todas as crianças, independentemente da presença ou ausência de histórico de fracasso escolar e do aumento da dificuldade da tarefa. O treino com reforçamento intermitente mostrou-se eficaz na manutenção de relatos correspondentes de acertos e erros em situações subsequentes, em que nenhuma conseqüência foi programada para o responder.
5
DeFiore, Kristin Pauline. "EXPLORING THE EFFECTS OF A DIFFERENTIAL REINFORCEMENT SYSTEM ON MANDING BEHAVIOR." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1787.
Full textAbstract:
The use of a concurrently running differential reinforcement of alternative behavior intervention was used to manipulate manding behavior in a small sample of young adults with autism. Three young adults with autism aged 17-21, two males and one female, who had severely limited verbal language and communication devices participated in this study. Differential reinforcement was used to alter the mand topography chosen by each participant during manding sessions. Results indicate that by altering the quantity of highly preferred items individuals with autism can demonstrate flexibility in the topography of their language and respond with the mode of communication that is programmed for more reinforcement without the use of punishment or extinction. This research expands on the functional communication training (FCT) literature and the use of differential reinforcement in the use of mand training and also replicates previous research suggesting that punishment and extinction may not be necessary to reduce less preferred behavior.
6
Johnston, Cristin D. "Observation training evaluating a procedure for generating self-rules in the absence of reinforcement /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3316373.
Full text
7
Almeida, Paola Esposito de Moraes. "Comportamento verbalmente controlado: uma análise do efeito de operantes verbais autoclíticos sobre o comportamento de escolha." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-27112009-094423/.
Full textAbstract:
O presente trabalho teve por objetivo investigar o efeito de descrições verbais, acompanhadas ou não de operantes autoclíticos, sobre o desempenho de participantes adultos, em uma tarefa de escolha. Para isto, um delineamento de escolhas concorrentes foi planejado, sendo observado o padrão de preferência de cada participante entre alternativas de reforçamento menor e imediato ou maior e atrasado, durante um jogo de computador. Uma vez estabelecida a preferência, descrições verbais foram introduzidas, sendo avaliado se a inclusão de operantes verbais autoclíticos favoreceria ou não o controle pela descrição, verificado a partir da emissão de respostas contrárias ao padrão inicialmente estabelecido. Os resultados apontam que um padrão de preferência por reforçadores maiores e atrasados foi mais facilmente instalado do que a preferência por reforçadores menores e imediatos, quando um reforçador monetário foi utilizado. Para sete dos quinze participantes, a introdução das descrições produziu a reversão do padrão de preferência inicialmente estabelecido, independente da direção em que as escolhas estivessem sendo inicialmente realizadas. Quanto ao efeito produzido pela inclusão dos autoclíticos observa-se que, independente do tipo de autoclíticos apresentado (qualificador positivo X qualificador negativo), descrições acompanhadas por autoclíticos evocaram respostas de escolha dos participantes, particularmente entre aqueles que tivessem demonstraram preferência inicial por reforçamento maior e atrasado. Diante de descrições acompanhadas por operantes verbais autoclíticos o aumento no tempo para emissão da resposta também foi observado, sendo este efeito acentuado na presença dos qualificadores negativos.The present study aimed to investigate the effect of verbal descriptions with or without autoclitic operants, upon the performance of adult participants in a choice task. To achieve it, a concurrent schedule design was planned, in which it was observed the preference pattern of each participant between the alternative of smaller and immediate reinforcement or large and delayed, during a computer game. Once the preference was established, verbal descriptions were introduced, and it was analyzed if the inclusion of autoclitic verbal operants would promote or not the control of the description, checked by the emission of responses contraries to the patter previously established. The results points to a major facility in the establishment of pattern of preference for larger and delayed reinforcers than smaller and immediate, when a financial reinforcer was used. Seven of the fifteen participants reverted their patter of preference with the inclusion of verbal descriptions, independently of the inicial preference pattern. On the effect produced by the inclusion of autoclitic it is noticed that independently of the type of autoclitic presented (positive qualifier X negative qualifier), descriptions accompanied by autoclitic evoked the choice responses, specially between those participants who demonstrated initial preference for large and delayed reinforcer. Once an autoclitic verbal operant was accompanying the descriptions, it was observed an increase in time for the emission of the response, which was even higher in the presence of negative qualifiers.
8
Cooper, Sandra B. "The differential effects of positive verbal reinforcement and tangible rewards on the intrinsically motivated behaviour of preschool children /." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09P/09pc778.pdf.
Full text
9
Reynolds, Faith. "Differential Reinforcement of Other Behavior Versus Response Cost: Effects of Immediate and Delayed Consequences in Token Economies." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7440.
Full textAbstract:
Token economies incorporating differential reinforcement of other behavior and response cost have been shown to be effective for decreasing behavior. However, these token economies in the literature have differed in their findings of the effectiveness of and preference for differential reinforcement of other behavior and response cost. They have also differed in the way they implemented token economies including factors such as the immediacy of a consequence and the use of verbal feedback. Therefore, we examined two versions of response cost, one in which the contingency is experienced immediately and one in which it is experienced at end of an interval, with differential reinforcement of other behavior. We also examined these contingencies with the addition of verbal feedback and the participant preference for conditions. Results demonstrated that there was a faster decrease in errors during the response cost immediate conditions when compared to response cost delay and DRO conditions. All conditions resulted in fewer errors than the conditions without verbal feedback and preference was found to be variable. Response cost immediate resulted in the most raffle tickets earned during the no verbal feedback phases and most of the verbal feedback phases.
10
Gerab, Flavio Karpinscki. "Ilusões temporais: um estudo sobre percepção de tempo em função de contingências de reforçamento e punição, a partir do relato verbal." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-14052014-153224/.
Full textAbstract:
As alteracoes na percepcao da passagem do tempo dos seres humanos tem sido investigadas em relacao as caracteristicas de diversos estimulos, condicoes corporais ou determinados tipos de tarefa. Porem, pouco se sabe sobre essas alteracoes como funcao das contingencias reforcadoras ou punitivas que controlam o comportamento. Este estudo visou investigar essa questao experimentalmente atraves do uso de um jogo virtual em computador simulando percursos de um avatar em um labirinto com 36 situacoes de escolha entre esquerda e direita. Pontos poderiam ser ganhos ou perdidos, sendo a pontuacao final convertida em titulos de nobreza hipoteticos dentro de um ranking previamente estabelecido. Tres contingencias foram manipuladas: sob Punicao (P) escolhas erradas entre direita e esquerda produziam perda de pontos; sob Reforcamento (R) escolhas certas produziam ganho de pontos; na condicao Controle (C) nao havia alteracao nos pontos. No Experimento 1 (n=60), tres grupos foram manipulados, cada um exposto a uma dessas contingencias; no Experimento 1A (n=40) novos participantes passaram pelas condicoes P e R, porem com uma alteracao na instrucao explicitando o nao perigo de morte do avatar; no Experimento 2 (n=6), cada participante foi exposto as tres condicoes experimentais, sendo manipulada a ordem de exposicao: C-P-R e C-R-P. Cada participante foi solicitado a estimar o tempo que permaneceu jogando: nos dois primeiros estudos essa solicitacao foi feita apenas apos o termino do jogo (estimativa retrospectiva); no ultimo os participantes foram informados ao inicio da primeira sessao experimental que essa solicitacao lhes seria feita ao final de cada sessao (estimativa prospectiva). Da mesma forma, ao final da sessao no Experimentos 1 e 1A, e ao final de cada sessao no Experimento 2, foi solicitada aos participantes uma avaliacao do jogo, com pontuacoes crescentes proporcionais ao grau de diversao em joga-lo. Os resultados mostraram que no Experimento 1 a condicao P produziu tempo de sessao maior que na condicao C e a condicao R produziu tempo de sessao menor do que na condicao C, sendo que no Experimento 1A as diferencas se reduziram; no Experimento 2 esse tempo foi sendo reduzido na sucessao das contingencias, independente da ordem utilizada. Nos experimentos 1 e 1A os participantes superestimaram a duracao da sessao de jogo na condicao R, e as condicoes C e P produziram estimativas proximas a duracao real. No Experimento 2 a condicao R tambem esteve associada a superestimativas na maioria dos participantes, porem sua relacao com os resultados obtidos em C e P varia entre os participantes. A magnitude da consequencia se mostrou uma variavel relevante no efeito da punicao, que foi menos acentuado no Experimento 1A. A apreciacao do jogo pelos sujeitos foi, no geral, mais positiva para a condicao P. Esses resultados apontam a interacao das contingencias operantes na percepcao temporal, sendo discutida tambem a aparente independencia entre o efeito operante da punicao e o relato verbal sobre a diversao inerente a atividade consequenciadaAlterations in the perception of the passage of time in humans have been investigated in relation to the characteristics of several stimuli, bodily conditions and certain types of task. However, little is known about these alterations as a function of reinforcing or punishing contingencies that control behavior. This study aimed to investigate this question experimentally by using a virtual computer game simulating a maze in which an avatar was faced with 36 choice situations between left and right. Points could be won or lost, the final score being converted into hypothetical titles of nobility within a predetermined ranking. Three contingencies were manipulated: under Punishment (P) \"wrong \" choices between right and left produced loss of points; under Reinforcement (R) \"right\" choices produced gain points; under control condition (C) there was no change in points at all. In Experiment 1 (n=60), three groups were manipulated, each exposed to one of these contingencies, in Experiment 1A (n=40) new participants were exposed to the conditions P and R, but with a statement explaining that there was no chance of avatar\'s death during the game, in Experiment 2 (n=6), each participant was exposed to three experimental conditions, having the sequence of exposure being manipulated: C-P-R for half the participants and C-R-P for the other half. Each participant was asked to estimate the duration spent playing: in the first two studies this request was made just after the end of the game (retrospective estimation), at the last study participants were informed at the beginning of the first experimental session that this request would be made to them end of each session (prospective estimate). Similarly, at the end of the session in Experiments 1 and 1A, and at the end of each session in Experiment 2, participants were requested a review of the game, with scores increasing with the degree of fun playing it. The results showed that in Experiment 1 the condition P produced greater session length than the condition C, and condition R produced lesser session length than condition C, whereas in Experiment 1A differences are reduced; in Experiment 2 session length was being reduced along the succession of contingencies, regardless of the sequence used. In Experiments 1 and 1A participants overestimated the duration of the game session under the condition R, and C and P conditions produced close to the actual duration estimates. In Experiment 2 the R condition was also associated with overestimation in the majority of participants, however its relationship to the results obtained in C and P varies between participants. The magnitude of the result proved to be a relevant variable in the effect of punishment, which was less pronounced in Experiment 1A. The enjoyment of the game by the subjects was generally more positive for condition P. These results indicate the interaction of operant contingencies on time perception, and also discussed the apparent independence between the operant effect of punishment and verbal report about the fun inherent in activity that was punished
Books on the topic "Verbal reinforcement"
1
Bulfon, Mavia. Effects of caffeine and verbal reinforcement on motor tasks. Sudbury, Ont: Laurentian University, 2007.
Find full text
2
Coyne, Mary Louise. THE EFFECT OF DIRECTED VERBAL PROMPTS AND POSITIVE REINFORCEMENT ON THE LEVEL OF EATING INDEPENDENCE OF ELDERLY NURSING HOME CLIENTS WITH DEMENTIA. 1988.
Find full text
3
The effect of verbal praise and sensory reinforcers on the level of independence on selected components of physical fitness tasks by profoundly mentally retarded youth. 1991.
Find full text
4
The effect of verbal praise and sensory reinforcers on the level of independence on selected components of physical fitness tasks by profoundly mentally retarded youth. 1990.
Find full text
5
The effect of verbal praise and sensory reinforcers on the level of independence on selected components of physical fitness tasks by profoundly mentally retarded youth. 1991.
Find full text
6
Maiden, Martin. The Romance Verb. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199660216.001.0001.
Full textAbstract:
This book is the first ever comprehensive comparative–historical survey of patterns of alternation in the Romance verb that appear to be autonomously morphological in the sense that, although they can be shown to be persistent through time, they have long ceased to be conditioned by any phonological or functional determinant. Some of these patterns are well known in Romance linguistics, while others have scarcely been noticed. The sheer range of phenomena that participate in them far surpasses what Romance linguists had previously realized. The patterns constitute a kind of abstract leitmotif, which runs through the history of the Romance languages and confers on them a distinctive morphological phsyiognomy. Although intended primarily as a novel contribution to comparative–historical Romance linguistics, the book considers in detail the status of patterns that appear to be, in the terminology of Mark Aronoff, ‘morphomic’: a matter of ‘morphology by itself’, unsupported by determining factors external to the morphological system. Particular attention is paid to the problem of their persistence, self-replication, and reinforcement over time. Why do abstract morphological patterns that quite literally do not make sense display such diachronic robustness? The evidence suggests that speakers, faced with different ways of expressing semantically identical material, seek out distributional templates into which those differences can be deployed. In Romance, the only available templates happen to be morphomic, morphologically accidental effects of old sound changes or defunct functional conditionings. Those patterns are accordingly exploited and reinforced by being made maximally predictable.
7
Butz, Martin V., and Esther F. Kutter. How the Mind Comes into Being. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.001.0001.
Full textAbstract:
For more than 2000 years Greek philosophers have thought about the puzzling introspectively assessed dichotomy between our physical bodies and our seemingly non-physical minds. How is it that we can think highly abstract thoughts, seemingly fully detached from actual, physical reality? Despite the obvious interactions between mind and body (we get tired, we are hungry, we stay up late despite being tired, etc.), until today it remains puzzling how our mind controls our body, and vice versa, how our body shapes our mind. Despite a big movement towards embodied cognitive science over the last 20 years or so, introductory books with a functional and computational perspective on how human thought and language capabilities may actually have come about – and are coming about over and over again – are missing. This book fills that gap. Starting with a historical background on traditional cognitive science and resulting fundamental challenges that have not been resolved, embodied cognitive science is introduced and its implications for how human minds have come and continue to come into being are detailed. In particular, the book shows that evolution has produced biological bodies that provide “morphologically intelligent” structures, which foster the development of suitable behavioral and cognitive capabilities. While these capabilities can be modified and optimized given positive and negative reward as feedback, to reach abstract cognitive capabilities, evolution has furthermore produced particular anticipatory control-oriented mechanisms, which cause the development of particular types of predictive encodings, modularizations, and abstractions. Coupled with an embodied motivational system, versatile, goal-directed, self-motivated behavior, learning becomes possible. These lines of thought are introduced and detailed from interdisciplinary, evolutionary, ontogenetic, reinforcement learning, and anticipatory predictive encoding perspectives in the first part of the book. A short excursus then provides an introduction to neuroscience, including general knowledge about brain anatomy, and basic neural and brain functionality, as well as the main research methodologies. With reference to this knowledge, the subsequent chapters then focus on how the human brain manages to develop abstract thought and language. Sensory systems, motor systems, and their predictive, control-oriented interactions are detailed from a functional and computational perspective. Bayesian information processing is introduced along these lines as are generative models. Moreover, it is shown how particular modularizations can develop. When control and attention come into play, these structures develop also dependent on the available motor capabilities. Vice versa, the development of more versatile motor capabilities depends on structural development. Event-oriented abstractions enable conceptualizations and behavioral compositions, paving the path towards abstract thought and language. Also evolutionary drives towards social interactions play a crucial role. Based on the developing sensorimotor- and socially-grounded structures, the human mind becomes language ready. The development of language in each human child then further facilitates the self-motivated generation of abstract, compositional, highly flexible thought about the present, past, and future, as well as about others. In conclusion, the book gives an overview over how the human mind comes into being – sketching out a developmental pathway towards the mastery of abstract and reflective thought, while detailing the critical body and neural functionalities, and computational mechanisms, which enable this development.
Book chapters on the topic "Verbal reinforcement"
1
"Non-verbal reinforcement." In 50 Top Tips for Managing Behaviour, 51–52. Routledge, 2017. http://dx.doi.org/10.4324/9781315175522-26.
Full text
2
Inglis, James. "The Effects of Reinforcement on Verbal Behavior." In The Scientific Study of Abnormal Behavior, 163–78. Routledge, 2017. http://dx.doi.org/10.4324/9781315134796-7.
Full text
3
"Strategic Teaching and Reinforcement Systems: Verbal Behavior." In Effective Programs for Treating Autism Spectrum Disorder, 137–50. Routledge, 2010. http://dx.doi.org/10.4324/9780203855034-8.
Full text
4
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.
Full textAbstract:
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.
5
Sridharan, Mohan. "An Integrated Framework for Robust Human-Robot Interaction." In Robotic Vision, 281–301. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2672-0.ch016.
Full textAbstract:
Developments in sensor technology and sensory input processing algorithms have enabled the use of mobile robots in real-world domains. As they are increasingly deployed to interact with humans in our homes and offices, robots need the ability to operate autonomously based on sensory cues and high-level feedback from non-expert human participants. Towards this objective, this chapter describes an integrated framework that jointly addresses the learning, adaptation, and interaction challenges associated with robust human-robot interaction in real-world application domains. The novel probabilistic framework consists of: (a) a bootstrap learning algorithm that enables a robot to learn layered graphical models of environmental objects and adapt to unforeseen dynamic changes; (b) a hierarchical planning algorithm based on partially observable Markov decision processes (POMDPs) that enables the robot to reliably and efficiently tailor learning, sensing, and processing to the task at hand; and (c) an augmented reinforcement learning algorithm that enables the robot to acquire limited high-level feedback from non-expert human participants, and merge human feedback with the information extracted from sensory cues. Instances of these algorithms are implemented and fully evaluated on mobile robots and in simulated domains using vision as the primary source of information in conjunction with range data and simplistic verbal inputs. Furthermore, a strategy is outlined to integrate these components to achieve robust human-robot interaction in real-world application domains.
6
Pardew, James W. "Fury in Skopje." In Peacemakers. University Press of Kentucky, 2018. http://dx.doi.org/10.5810/kentucky/9780813174358.003.0030.
Full textAbstract:
Pardew and Leotard present a draft settlement to the discomfort of the ethnic Macedonian leaders. When Albanian negotiators demand official status for the use of the Albanian language, the Macedonians turn hostile. As the Macedonian leaders verbally attack Pardew and Leotard in public, riots break out in Skopje requiring Marine security reinforcements to the US Embassy. Under increasing hostility, Pardew prepares to leave the talks. Washington and European Governments give support to their envoys to restore the process. The negotiations depart the politically charged environment in Skopje for Lake Ohrid.
7
Jamieson, Kathleen Hall. "The Role of Russian Disinformation in the Comey “October Surprise”." In Cyberwar, 196–209. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190058838.003.0013.
Full textAbstract:
Chapter 12 analyzes the role of Russian disinformation in FBI Director James Comey’s decision to verbally indict Clinton’s handling of the server in a public statement in July 2016 announcing that the investigation into it was being closed without charges, as well as in his notification to Congress on October 28 that he was scrutinizing newly found Clinton emails located on the laptop of Anthony Weiner, the husband of a key Clinton aide. Although the reopened investigation proved fruitless, coverage of it by the news media and reinforcement by troll accounts and the Trump campaign fueled suspicion and bolstered Trump’s allegations that Clinton was hiding something.
Conference papers on the topic "Verbal reinforcement"
1
Mas’ud, Ali, and Di Adha Wulandari. "The Student Teachers’ Verbal and Non-Verbal Reinforcement During Teaching Practice in Microteaching Class." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.053.
Full text
2
Wang, Xinzhi, Shengcheng Yuan, Hui Zhang, Michael Lewis, and Katia Sycara. "Verbal Explanations for Deep Reinforcement Learning Neural Networks with Attention on Extracted Features." In 2019 28th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN). IEEE, 2019. http://dx.doi.org/10.1109/ro-man46459.2019.8956301.
Full text
3
Grissom II, Alvin, He He, Jordan Boyd-Graber, John Morgan, and Hal Daumé III. "Don’t Until the Final Verb Wait: Reinforcement Learning for Simultaneous Machine Translation." In Proceedings of the 2014 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/d14-1140.
Full textReports on the topic "Verbal reinforcement"
1
Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.
Full textAbstract:
The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.