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Journal articles on the topic 'Verbal reinforcement'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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[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.

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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.

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Mason, L. L., D. Davis, and A. Andrews. "Erratum to: Token Reinforcement of Verbal Responses Controlled by Temporally Removed Verbal Stimuli." Analysis of Verbal Behavior 31, no. 2 (October 2015): 283. http://dx.doi.org/10.1007/s40616-015-0048-9.

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12

Leigland, Sam. "An experimental analysis of ongoing verbal behavior: Reinforcement, verbal operants, and superstitious behavior." Analysis of Verbal Behavior 13, no. 1 (April 1996): 79–104. http://dx.doi.org/10.1007/bf03392908.

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13

Yatim, Des. "PENGGUNAAN PENGUATAN DALAM PEMBELAJARAN BIDANG STUDI PPKN DI KELAS IX SMPN 10 TENGGARONG." CENDEKIA: Journal of Education and Teaching 10, no. 1 (April 8, 2016): 79. http://dx.doi.org/10.30957/cendekia.v10i1.84.

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This study is aimed to see frequency of reinforcement to maintain classroom interaction and motivation in biology class. The study was conducted at the third year students of SMPN 10 Tenggarong. The focus of the study was variations of reinforcement in terms of verbal and non-verbal reinforcement. The subject of this study was a PPKn teacher teaching in the third grade. Using closed-ended observation, data were collected. Analysis of the data was done using descriptive statistics, in terms of rate percentage and tabulation. The study revealed that frequency of reinforcement in the class does not indicate good learning model. The quality and effective techniques of giving reinforcement are crucial to improve class quality. Teachers should practice to achieve the craft of giving classroom reinforcement. .

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Bass, Barry A., and Paul G. Levkulic. "Effects of Verbal Reinforcements upon WAIS Scores of Examinees High and Low in Anxiety." Psychological Reports 56, no. 1 (February 1985): 261–62. http://dx.doi.org/10.2466/pr0.1985.56.1.261.

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This study examined the effect of contingent verbal reinforcement upon the intelligence test performance of adults high and low in anxiety. 60 white undergraduates were divided into groups of 30 of high anxiety and 30 of low anxiety on the basis of their IPAT Anxiety Scale scores. Each examinee received the Quick Test as a premeasure of intelligence and then the Wechsler Adult Intelligence Scale under experimental conditions. 15 subjects with low and 15 subjects with high anxiety received verbal reinforcement after each correct response on the WAIS, while another 15 in each group performed under standard testing conditions. Results were not consistent with previous findings in that WAIS Full Scale, Verbal, and Performance IQs were not significantly affected by reinforcement condition or anxiety level.

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15

Waryszak, Robert Z. "THE EFFECTS OF VERBAL REINFORCEMENT ON PERFORMANCE IN A.D.L." Australian Occupational Therapy Journal 22, no. 3 (August 27, 2010): 125–28. http://dx.doi.org/10.1111/j.1440-1630.1975.tb01882.x.

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16

Dal Ben, Rodrigo, and Celso Goyos. "Further evidence of automatic reinforcement effects on verbal form." Analysis of Verbal Behavior 35, no. 1 (November 21, 2018): 74–84. http://dx.doi.org/10.1007/s40616-018-0104-3.

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17

Lalitya, Lecya, and Mayke S. Tedjasaputra. "EFEKTIFITAS DIFFERENTIATED REINFORCEMENT OF INCOMPATIBLE BEHAVIOR (DRI) DALAM MENURUNKAN PERILAKU AGRESI VERBAL PADA REMAJA DENGAN MODERATE INTELLECTUAL DISABILITY." Journal of Psychological Science and Profession 3, no. 2 (July 30, 2019): 105. http://dx.doi.org/10.24198/jpsp.v3i2.21616.

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Intellectutal disability (ID) adalah gangguan neurodevelopmental yang ditandai dengan keterbatasan dalam fungsi kecerdasan dan fungsi adaptif (konseptual, sosial, dan praktikal). Salah satu dampak dari keterbatasan kedua fungsi tersebut adalah masalah regulasi emosi, khususnya pada usia remaja. Dampaknya, anak lebih rentan pada masalah perilaku, seperti perilaku agresi verbal. Intervensi yang umum dilakukan untuk mengatasi masalah ini adalah intervensi ABA, salah satunya dengan metode differentiated reinforcement of incompatible behavior (DRI). Penelitian ini bertujuan untuk mengetahui efektifitas differentiated reinforcement of incompatible behavior (DRI) untuk menurunkan perilaku agresi verbal pada remaja dengan moderate intellectual disability. Penelitian dilakukan dengan desain single case A-B. Penelitian juga melibatkan teknik operant extinction dan reinforcement dalam intervensi. Hasil penelitian menujukkan adanya penurunan perilaku agresi verbal pada remaja dengan moderate intellectual disability setelah menjalani intervensi perilaku dengan metode DRI. Partisipan juga lebih mampu meregulasi emosinya.

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18

Wulandari, Ratna, and Muhsinatun Siasah Masruri. "PENINGKATAN HASIL BELAJAR IPS MELALUI METODE SIMULASI DENGAN REINFORCEMENT DI SMPN 2 JETIS BANTUL." Harmoni Sosial: Jurnal Pendidikan IPS 3, no. 1 (December 6, 2016): 62–73. http://dx.doi.org/10.21831/hsjpi.v3i1.9696.

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Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar IPS di kelas IX C SMPN 2 Jetis Bantul setelah diterapkan metode simulasi dengan reinforcement. Penelitian ini merupakan penelitian tindakan kelas (classrrom action research) menggunakan desain Kemmis & Taggart. Subyek penelitian adalah siswa kelas IX C SMPN 2 Jetis Bantul tahun pelajaran 2013/2014. Tindakan yang diterapkan adalah penerapan metode simulasi dengan reinforcement untuk dalam pembelajaran IPS. Teknik pengumpulan data yang digunakan adalah observasi dan tes. Teknik observasi digunakan untuk mengetahui aktivitas siswa dalam pembelajaran IPS dan tes digunakan untuk menunjukkan hasil belajar siswa. Penelitian ini terlaksana dalam dua siklus. Siklus I mengunakan model simulasi dengan reinforcement verbal dan siklus II menggunakan model simulasi dengan reinforcement non verbal. Hasil penelitian menunjukkan bahwa penggunaan model simulasi dengan reinforcement meningkatkan aktivitas belajar IPS dari 14,28% pada siklus I menjadi 87,49% pada siklus II, hasil belajar IPS meningkat dari rata-rata kelas 81,07 pada siklus I menjadi 81,25 pada siklus II. Dengan demikian metode simulasi dengan reinforcement dapat meningkatkan hasil belajar IPS siswa kelas IX C SMPN 2 Jetis Bantul. IMPROVING THE SOCIAL STUDIES LEARNING RESULT THROUGH SIMULATION METHODS WITH REINFORCEMENT AT SMPN 2 JETIS BANTULAbstractThis research aims to improve the learning activity and social studies learning result at year IX C of SMPN 2 Jetis Bantul after appliying Simulation Methods with reinforcement. This research was a classrrom action research study using Kemmis & Taggart design. The subjects in this research were year IX C students SMPN 2 Jetis Bantul in the academic year of 2013/2014. Treatment that applied is simulation methods with reinforcement to improve the activity and social studies learning result. The data were collected through observation and tests. Observation technique was used to know activity learning result student in the social studies lerning and tests was used to show learning result. This research was done in two cycles. Cycle I used simulation methods with verbal reinforcement and Cycle II used simulation methods with non verbal reinforcement. The research show that the use of simulation methods with reinforcement improve social studies activity learning 14.28% in Cycle I to 87.49% in Cycle II, social studies learning result improve from classroom average 81.07 in Cycle I to 81.25 in Cycle II. The application of the simulation model through reinforcement was improve the social studies learning result the students of IXC SMPN 2 Jetis Bantul.

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

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

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

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

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21

Baer, Ruth A., Ronald L. Blount, Ronnie Detrich, and Trevor F. Stokes. "USING INTERMITTENT REINFORCEMENT TO PROGRAM MAINTENANCE OF VERBAL/NONVERBAL CORRESPONDENCE." Journal of Applied Behavior Analysis 20, no. 2 (June 1987): 179–84. http://dx.doi.org/10.1901/jaba.1987.20-179.

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22

Tsagareli, M. G., and K. B. Gegeshidze. "680 Brain asymmetry of human visuospatial recognition in verbal reinforcement." International Journal of Psychophysiology 30, no. 1-2 (September 1998): 257. http://dx.doi.org/10.1016/s0167-8760(98)90679-1.

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23

Gupta, Sunita, and A. P. Shukla. "Verbal operant conditioning as a function of extraversion and reinforcement." British Journal of Psychology 80, no. 1 (February 1989): 39–44. http://dx.doi.org/10.1111/j.2044-8295.1989.tb02302.x.

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24

Gupta, Sunita. "Impulsivity/sociability and reinforcement in verbal operant conditioning: A replication." Personality and Individual Differences 11, no. 6 (January 1990): 585–89. http://dx.doi.org/10.1016/0191-8869(90)90041-o.

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25

Fisher, David C., and Janet P. Wollersheim. "Social reinforcement: A treatment component in verbal self-instructional training." Journal of Abnormal Child Psychology 14, no. 1 (March 1986): 41–48. http://dx.doi.org/10.1007/bf00917220.

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26

Braam, Steven J., and Mark L. Sundberg. "The effects of specific versus nonspecific reinforcement on verbal behavior." Analysis of Verbal Behavior 9, no. 1 (April 1991): 19–28. http://dx.doi.org/10.1007/bf03392857.

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Di Berardino, Federica, Stella Forti, Valentina Mattei, Dario Alpini, and Antonio Cesarani. "Non-verbal visual reinforcement affects speech audiometry in the elderly." European Archives of Oto-Rhino-Laryngology 267, no. 9 (April 23, 2010): 1367–70. http://dx.doi.org/10.1007/s00405-010-1254-7.

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Silliman, Lisa M., and Ron French. "Use of Selected Reinforcers to Improve the Ball Kicking of Youths with Profound Mental Retardation." Adapted Physical Activity Quarterly 10, no. 1 (January 1993): 52–69. http://dx.doi.org/10.1123/apaq.10.1.52.

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The purpose of this study was to compare the effectiveness of preferred verbal praise and music reinforcement on improving the soccer kick performances of youths with profound mental retardation (PMR). Subjects (N = 15) were randomly assigned to three groups. Based on visual inspection and the split-middle technique, all three groups (i.e., control, verbal praise, and music reinforcer) improved performances in their kicking accuracy. Comparison of graphed mean data of the three groups, by visual inspection and the split-middle technique, showed that the verbal praise and music reinforcement groups had higher scores than the control group. Visual inspection of 2-week follow-up data revealed that both experimental groups maintained higher scores than the control group. In addition, all of the subjects had the ability to generalize this kicking skill into a physical recreation environment.

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Zaki, Jamil, Seth Kallman, G. Elliott Wimmer, Kevin Ochsner, and Daphna Shohamy. "Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference." Journal of Cognitive Neuroscience 28, no. 9 (September 2016): 1270–82. http://dx.doi.org/10.1162/jocn_a_00978.

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Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals—estimated using two reinforcement learning models—tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing.

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Gilchrist, Rachel J., Lisa M. Gunter, Samantha F. Anderson, and Clive D. L. Wynne. "The click is not the trick: the efficacy of clickers and other reinforcement methods in training naïve dogs to perform new tasks." PeerJ 9 (February 22, 2021): e10881. http://dx.doi.org/10.7717/peerj.10881.

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Background A handheld metal noisemaker known as a “clicker” is widely used to train new behaviors in dogs; however, evidence for their superior efficacy compared to providing solely primary reinforcement or other secondary reinforcers in the acquisition of novel behavior in dogs is largely anecdotal. Methods Three experiments were conducted to determine under what circumstances a clicker secondary reinforcer may result in acquisition of a novel behavior more rapidly or to a higher level compared to other readily available reinforcement methods. In Experiment 1, three groups of 30 dogs each were shaped to emit a novel sit and stay behavior of increasing duration with either the delivery of food alone, a verbal stimulus paired with food, or a clicker with food. The group that received only a primary reinforcer reached a significantly higher criterion of training success than the group trained with a verbal secondary reinforcer. Performance of the group experiencing a clicker as a secondary reinforcer was intermediate between the other two groups, but not significantly different from either. In Experiment 2, three groups of 25 dogs each were shaped to emit a nose targeting behavior and then perform that behavior at increasing distances from the experimenter using the same three methods of positive reinforcement as in Experiment 1. No statistically significant differences between the groups were found. In Experiment 3, three groups of 30 dogs each were shaped to emit a nose-targeting behavior upon an array of wooden blocks with task difficulty increasing throughout testing using the same three methods of positive reinforcement as previously tested. No statistically significant differences between the groups were found. Results Overall, the findings suggest that both primary reinforcement alone as well as a verbal or clicker secondary reinforcer can be used successfully in training a dog to perform a novel behavior, but that no positive reinforcement method demonstrated significantly greater efficacy than any other.

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Paniagua, Freddy A., and Donald M. Baer. "Luria's Regulatory Concept and its Misplacement in Verbal-Nonverbal Correspondence Training." Psychological Reports 62, no. 2 (April 1988): 371–78. http://dx.doi.org/10.2466/pr0.1988.62.2.371.

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Empirical studies in verbal-nonverbal correspondence training have cited Luria's regulatory concept to explain why children who promise what they will do later (say-do or promise-do sequence) often show more correspondence between their verbal and nonverbal behavior than children who report about their prior behavior (in a do-say or do-report sequence). This paper suggests that it is not Luria's regulatory concept that explains the different effectiveness of these methods, but rather the manner in which reinforcement is programmed at various points in their verbal-nonverbal chains.

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Baker, L. J. V., and Yvonne Milner. "Sensory Reinforcement with Autistic Children." Behavioural and Cognitive Psychotherapy 13, no. 4 (October 1985): 328–41. http://dx.doi.org/10.1017/s0141347300012076.

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Three non-verbal, autistic boys of 9, 12 and 16 years served as subjects in two experiments and a nurse play-therapist acted as the agent. The first experiment compared the effects upon a motor coordination task of each subject's preferred sensory reinforcer with those of the sensory reinforcer preferred by the other two subjects. On-task performances were maintained by prompting and by contingent presentation of each reinforcer in a multiple-baseline design across subjects. All subjects showed higher levels of on-task performance for their preferred sensory activity. In the second experiment a multielement-baseline design compared the effects of the preferred sensory reinforcer with those of a preferred edible reinforcer. All subjects showed higher levels of on-task performance for their preferred sensory activity. Inter-observer reliability remained above 90%. A role for sensory reinforcement in training autistic children is suggested.

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Lancioni, Giulio E., Mark F. O'Reilly, Francesca Campodonico, and Margherita Mantini. "PROMOTING PERFORMANCE FLUENCY IN A PERSON WITH PROFOUND INTELLECTUAL DISABILITY AND BLINDNESS." Behavioural and Cognitive Psychotherapy 29, no. 3 (July 2001): 373–77. http://dx.doi.org/10.1017/s1352465801003101.

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A combination of synchronous reinforcement and verbal prompts (automatically delivered through portable technology) was used to promote performance fluency in a person with profound intellectual disability and blindness. Performance fluency was measured on indoor walking and task engagement. Data indicated that the combination of reinforcement (favourite songs) and prompts was quite effective; it increased the distance covered per minute and the number of objects disassembled per minute. Implications of the findings are discussed.

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

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

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Perone, Michael, and Barbara J. Kaminski. "CONDITIONED REINFORCEMENT OF HUMAN OBSERVING BEHAVIOR BY DESCRIPTIVE AND ARBITRARY VERBAL STIMULI." Journal of the Experimental Analysis of Behavior 58, no. 3 (November 1992): 557–75. http://dx.doi.org/10.1901/jeab.1992.58-557.

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Woods, Douglas W., and Michael B. Himle. "CREATING TIC SUPPRESSION: COMPARING THE EFFECTS OF VERBAL INSTRUCTION TO DIFFERENTIAL REINFORCEMENT." Journal of Applied Behavior Analysis 37, no. 3 (September 2004): 417–20. http://dx.doi.org/10.1901/jaba.2004.37-417.

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LaPorte, David, Adrienne Lahti, Hildi Hagedorn, Trisha Corey, and Carol Tamminga. "Effecfs of monetary reinforcement on verbal and visuospatial memory in schizophrenic subjects." Schizophrenia Research 24, no. 1-2 (January 1997): 112–13. http://dx.doi.org/10.1016/s0920-9964(97)82314-6.

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Ivins, R. G., and J. L. Cunningham. "Comparison of verbal vs. nonverbal auditory reinforcement on the booklet category test." Archives of Clinical Neuropsychology 5, no. 2 (January 1, 1990): 180. http://dx.doi.org/10.1093/arclin/5.2.180a.

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Tsagareli, M. G. "Lateralization of visual-spatial perception in man in conditions of verbal reinforcement." Neuroscience and Behavioral Physiology 26, no. 6 (November 1996): 526–31. http://dx.doi.org/10.1007/bf02359494.

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Bork, Poling, and Sheila Bennett. "Video self-modeling, fading, and reinforcement: An effective treatment package for children with selective mutism." Clinical Child Psychology and Psychiatry 25, no. 2 (June 18, 2019): 446–55. http://dx.doi.org/10.1177/1359104519855110.

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Three children aged 8 with selective mutism were treated with an intervention package that consisted of video self-modeling, stimulus fading, and reinforcement behavioral techniques for up to 8 weeks. Parents, teachers, and the researcher conducted a comprehensive assessment of participants’ verbal behavior across multiple settings and throughout baseline, intervention, post-intervention, and 1-month follow-up phases of the study. Findings indicated participants’ verbal communicative behavior increased significantly during post-intervention, and their progress was maintained at 1-month follow-up.

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Rosi Kumala Sari. "Teachers’ Reinforcement on Students’ Behavior in English Teaching Process at the First Grade Sudents of SDIT Padang Islamic School in Academic Year 2018/2019." Lesson Journal: Languange, Applied Linguistics, and Education Journal 3, no. 1 (June 30, 2021): 5–8. http://dx.doi.org/10.35134/jlesson.v3i1.2.

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This study was a descriptive study aimed at describing the implementation of reinforcement used by English teacher to the students on the first grade of SDIT Padang Islamic School, Gunung Pangilun Padang. The subjects of this study were an English teacher and 24 students. The data of this study were collected by observation and interview. The result of this study showed that the English teacher on the first grade of SDIT Padang Islamic School, Gunung Pangilun Padang used various kinds of reinforcement such as verbal, gestural, contact, and proximity reinforcement. Positive and negative reinforcement were consisted by each of those types. For positive reinforcement, the teacher used “good, very good, well done, good enough, that‟s right, nice, smiling, nodding head, thumb up, applause, touching the students, standing next to the students, and sitting close with the students”. For negative reinforcement, the teacher used “sssst, calling students‟ name, giving warning, giving explanation, and putting forefinger in front of the lips”. Besides, the teacher also apply it enthusiasticly.

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Puspita, Widya Ayu. "PENDIDIK PENDIDIKAN ANAK USIA DINI (PAUD) SEBAGAI MODEL PERILAKU ANAK USIA DINI." JIV 5, no. 2 (December 31, 2010): 209–15. http://dx.doi.org/10.21009/jiv.0502.9.

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Early childhood educator is one on behavior model for children, especially in the early childhood education context, because of their intensive interaction with children. Behavior model can be verbal or nonverbal.Modelling process through four steps, these are acquisition, retention, performance and reinforcement. All of these steps flow through positive or negative reinforcement. For those reasonings, early childhood educator is expected to be a good model and strengthen children positive behavior. They have to keep their language, performance, attitude and practice.

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Weinberg, Robert, Howard Garland, Lawrence Bruya, and Allen Jackson. "Effect of Goal Difficulty and Positive Reinforcement on Endurance Performance." Journal of Sport and Exercise Psychology 12, no. 2 (June 1990): 144–56. http://dx.doi.org/10.1123/jsep.12.2.144.

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The present investigation tested the interactive effects of goal difficulty and positive reinforcement in the form of verbal persuasion on endurance performance. Two experiments were conducted in laboratory and field settings. In Experiment 1, subjects (n=87) were assigned to a realistic or an unrealistic goal condition and either received or did not receive positive reinforcement while performing the 3-minute sit-up test over the course of 5 weeks. In addition, two control conditions were utilized including a do-your-best group and a no-treatment control group. Results indicated no significant main or interaction effects for the goal setting or positive reinforcement conditions. In Experiment 2, subjects (n=120) squeezed a hand dynamometer for as long as they could. Experimental conditions were similar to those in Experiment 1 except that the verbal persuasion was individualized since it was group oriented in the first experiment. Results again indicated no significant between-subjects main effects or interactions. Questionnaires revealed that subjects accepted their assigned goals, tried extremely hard, were committed to achieving their goals, and felt their goals were important. Results are discussed in terms of the goal attainability notion (Garland, 1983) and self-efficacy theory (Bandura, 1977). Future directions for research are offered.

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Simonassi, Lorismario Ernesto, João Lucas Bernardy Cardoso, and Antônio Carlos Godinho Dos Santos. "Porque a análise de Baum (2012): “Rethinking reinforcement: allocation, induction and contingency” é importante." Perspectivas em Análise do Comportamento 3, no. 2 (August 31, 2017): 142–50. http://dx.doi.org/10.18761/perspectivas.v3i2.237.

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Baum (2012) chama a atenção para as limitações de análises feitas sob um paradigma molecular, mais comumente usada em análise do comportamento, sobretudo na pesquisa básica. Dados coletados apontam para uma função molar do reforçamento: organizar/ ordenar o repertório do organismo. Tal função é observada em análises molares, sobretudo relativas ao comportamento verbal não contingenciado. Mesmo em situação experimental, a exemplo de dados aberrantes presentes no histórico da ciência do comportamento, o comportamento verbal pode parecer bizarro se analisado isoladamente. Em tais casos defende-se que uma análise molar soluciona o problema de forma elegante e plausível. O que não ofusca a importância de uma tradição molecular.

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Speer, Donald R. "An Analysis of Sequential Patterns of Instruction in Piano Lessons." Journal of Research in Music Education 42, no. 1 (April 1994): 14–26. http://dx.doi.org/10.2307/3345333.

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The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teachers received significantly more directive comments than “better” students. Significant interactions were observed for verbal reinforcement by student and teacher experience. Teachers with more than 18.5 years of experience were more disapproving to students with more than 3.5 years of playing experience. Less-experienced teachers were more specific with approvals than their more-experienced colleagues. Frequencies of complete/correct patterns of teaching were significantly lower than other patterns observed.

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Santarcangelo, Suzanne, Kathleen Dyer, and Stephen C. Luce. "Generalized Reduction of Disruptive Behavior in Unsupervised Settings through Specific Toy Training." Journal of the Association for Persons with Severe Handicaps 12, no. 1 (March 1987): 38–44. http://dx.doi.org/10.1177/154079698701200106.

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This study was designed to achieve a reduction of disruptive behaviors in unsupervised settings through reinforcement of appropriate play behaviors in students with autism. In Experiment 1, two students were exposed to training consisting of differential reinforcement of appropriate play, verbal feedback and prompts for inappropriate play or disruptive behaviors, and a specific toy training condition which involved extrinsic reinforcement of specific components of toy play. This training resulted in decreases in disruptive behaviors accompanied by generalization and maintenance of appropriate play in an unsupervised setting. In a second experiment, two additional children exposed to the specific toy training procedure showed similar decreases in disruptive behaviors accompanied by generalization and maintenance of play skills. The results show that reinforcement of appropriate toy play is an effective means of reducing disruptive behaviors in unsupervised settings in children with autism.

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MORISHITA, Masayasu. "EFFECTS OF VERBAL REINFORCEMENT AND TRANSITIVITY CUE ON CLASS-INCLUSION PERFORMANCE IN CHILDREN." Japanese Journal of Educational Psychology 33, no. 3 (1985): 248–52. http://dx.doi.org/10.5926/jjep1953.33.3_248.

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Jowett Hirst, Erica S., Falyn M. Lockenour, and Jamie L. Allen. "Decreasing Toe Walking with Differential Reinforcement of Other Behavior, Verbal Rules, and Feedback." Education and Treatment of Children 42, no. 2 (2019): 185–99. http://dx.doi.org/10.1353/etc.2019.0009.

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JENA, S. P. K. "Effects of differential reinforcement, physical restraint and verbal reprimand on stereotyped body-rocking." International Journal of Rehabilitation Research 18, no. 1 (January 1995): 70–75. http://dx.doi.org/10.1097/00004356-199501000-00011.

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Birjulin, Andrej A., Jeffrey M. Smith, and Paul A. Bell. "Monetary Reward, Verbal Reinforcement, and Harvest Strategy of Others in the Commons Dilemma." Journal of Social Psychology 133, no. 2 (April 1993): 207–14. http://dx.doi.org/10.1080/00224545.1993.9712138.

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