Effects Of Verbal Reinforcement Research Articles

Effect of Verbal Reinforcement and Verbal Punishment on Performance

The problem of the present study was to investigate whether there is any effect of verbal reinforcement and verbal punishment on performance. The experiment was conducted on some young adult participants. The objective of the present study was to assess whether usual verbal reinforcement influenced performance more than the verbal punishment. It was hypothesized that positive verbal reinforcement would have a significantly greater impact on respondents' performance than positive verbal punishment. We adopted a between group design where 20 undergraduate students were randomly assigned to two conditions, namely positive verbal reinforcement and positive verbal punishment. We provided the interventions through a small, structured interview where the positive verbal reinforcement group were handled warmly but the other group were not. Then we asked them to complete two specially designed monotonous tasks and measured their duration of engagement in the tasks as a measure of performance. The mean durations of engagement for the positive verbal reinforcement and positive verbal punishment groups were 1555.90 seconds and 675.90 seconds, respectively, which differed significantly at the .006 level with a t-value of 3.11 (df=18). And thus, we concluded that positive verbal reinforcement is more powerful to enhance performance than the positive verbal punishment. Bioresearch Commu. 10(2): 1609-1611, 2024 (July)

Effects of verbal reinforcements upon WAIS scores of examinees high and low in anxiety.

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.

Effects of verbal reinforcement and race on the performance of emotionally handicapped children.

Effects of verbal reinforcement and race on the performance of emotionally handicapped children.

The Effects of Verbal Reinforcement, Interest, and “Usable Performance Feedback” upon Task Performance,

This study investigated how the effectiveness of verbal reinforcement is influenced by task interest and task usable performance feedback (UPF) in 18 fifth grade classes. Tasks of high, medium, and low interest, and high and low UPF were developed. A five-minute pretest was followed by one of three verbal reinforcement conditions: approval, disapproval, or a neutral statement. Students then took a five-minute posttest. Results revealed neither verbal reinforcement nor interaction between verbal reinforcement and task variables provided the motivation necessary to improve accuracy of performance. Students who took low UPF tasks completed more than those with high UPF tasks. Increased rate occurred when middle and low interest tasks were coupled with verbal approval, and when high interest tasks were coupled with disapproval.

The effects of verbal reinforcement and contingency management in increasing and stabilizing responses in reading behaviours: A report

ABSTRACT Verbal reinforcement and contingency management Was used to increase the response rate correct in a class group of twenty‐nine boys in year 7 of schooling. The response rate increased by six times over a period of thirty school days, on data using daily measurements. On the Gap achievement test, the mean reading age prior to the study was 8.0 years. After the thirty day period of instruction it was 10.0 years.

The effect of verbal reinforcement on career choice realism

Twenty-four male undergraduates viewed 102 slides containing occupational titles and stated whether or not each represented a realistic career choice. Each subject was given three trials, with the experimental subjects receiving positive verbal reinforcement on the second trial for realistic responses. (If the choice was congruous with the individual's occupational type, as determined by the Vocational Preference Inventory, it was scored as realistic.) The results of the research revealed a tendency for all subjects to increase in career choice realism as a function of participation in the experiment, with significantly ( p < .05) more experimental subjects than control subjects demonstrating an operant pattern of responses. Implications of the findings for counselors were discussed.

The effects of verbal reinforcement upon the wais performance of normal adults

The effects of verbal reinforcement upon the wais performance of normal adults

The role of verbal reinforcement in hypnosis.

Summary This study investigated the effects of verbal reinforcement, delivered during the induction and test suggestion phases of hypnosis, on responsiveness to hyponotic suggestions and subjective ratings of the vividness of suggested experiences. An attempt was also made to assess the role of awareness of the reinforcement contingencies on responsiveness. Subjects reinforced in the test suggestion phase alone (I-BSSr) demonstrated more responsiveness than subjects reinforced in neither phase (I-BSS) or in the induction phase alone (Ir-BSS). Significantly more subjects receiving reinforcement in either the test suggestion or both phases (I-BSSr, Ir-BSSr) reported awareness than was the case when subjects were reinforced in the induction phase alone (Ir-BSS). There were no significant differences between groups on the vividness measure. The results support the contention that verbal reinforcement may enhance “hypnotic” behaviors.

The Effects of Hypnosis, Relaxation and Reinforcement on Hypnotic Behaviors and Experiences

Abstract This study investigated the relative effectiveness of hypnosis and relaxation in obtaining a subject's compliance with suggestions and the effect of verbal reinforcement upon compliance. On the basis of a suggestibility premeasure, 48 female undergraduates were divided into high (H.S.) and low (L.S.) suggestible groups. Equal numbers of H.S. and L.S. subjects were randomly assigned to a hypnosis or relaxation procedure and remeasured on the same suggestibility scale, with or without reinforcement. It was hypothesized that: (a) reinforcement would produce more compliance than would non-reinforcement; (b) that hypnosis would elicit more compliance than relaxation because of its association with behavioral compliance; and (c) that H.S. subjects would rate their experiences as more vivid than L.S. subjects. The latter two hypotheses were supported, and reinforcement's ineffectiveness was discussed in terms of its frequency of occurrence.

Word association training and creativity.

The effects of verbal reinforcement on word-association responding were investigated in combination with pre-experimental tendencies for common or uncommon responses. Although effective in all combinations, reinforcement tended to be most effective when coinciding with pre-experimental tendencies. Neither variable was related to subsequent performance on the Remote Associates Test.

The effects of verbal reinforcement and instructions on the attainment of size constancy.

The effects of verbal reinforcement and instructions on the attainment of size constancy.

Effects of verbal reinforcement on conformity and deviant behavior: replication report.

Endler (1965) recently demonstrated that in a typical Asch-type group-pressure situation conformity or deviance of S's responses from the contrived group consensus can be manipulated by E with verbal reinforcement. The present experiment was similar to Endler's, variations being minor. As Endler found no difference between males and females, only 35 female Ss from an introductory psychology class were shown materials identical to those used by Endler except for some minor changes in geographic names made necessary by regional differences. There were 36 multiple-choice items of which 20 were critical items and 16 were buffer items. The procedure was identical to Endler's except that the group was simulated rather than face-to-face. A script3 for E and three group members, leaving blank spaces for S's responses, was taped (see Blake & Brehrn, 1954). S interacted with this group via intercom. S could be observed by E through a one-way window. E controlled the progress of the tape and, when appropriate, could insert verbal reinforcements such as very good and that's right. All Ss were interviewed following the experiment to determine their awareness of the real nature of the experiment. Only two gave evidence of suspicion that the sirnation was somehow rigged. These Ss were discarded and replaced. The conditions (ns = 9) were reinforcement for conformity, no reinforcement, and reinforcement for deviancy. There was also a base-line condition which involved only E and Ss without reinforcement. Mean per cent of critical items on which conformity occurred are as follows: for the group reinforced for conformiry, 44.96212.9; for no reinforcement, 23.89k6.97; for reinforcement for deviancy, 15.40f 8.89; and for the baseline Ss, 10.56k5.49. [For the reinforcement groups this percentage is based on the responses after and including the first reinforced response.] An analysis of variance of these data yielded an F of 24.95 (df = 3/33, p < .01). This result confirms that of Endler and supports his conclusion that verbal reinforcement can be a potent force in shaping social behavior.

The effects of verbal reinforcement on children's performance as a function of type of task

Ninety kindergarten and 90 fifth-grade boys participated in 1 of 3 tasks, Sorting, Drawing, or Puzzle, and in 1 of 3 reinforcement conditions, approval, criticism or silence. The tasks differed in level of difficulty or interest. Younger boys remained longer in all of the tasks when they were approved by an adult than when they were criticized or E was silent. Older boys remained longer in the Sorting and Drawing Tasks when E was supportive or remained silent. As the tasks became more difficult, there was a consistent decrease in the effectiveness of reinforcement for all Ss. With older Ss, it appears that when an adult's comments differ from S's evaluation of his performance, S attempts to reduce the conflict by remaining longer in the task in an effort to determine what type of response will yield satisfactory evaluation. Younger Ss, however, appear to rely more strongly on adult evaluation as estimates of their performance. Support thus tends to reinforce the response of remaining in the task while criticism punishes that response. Correlations between rate of response measures in the Sorting and Drawing Tasks and the time measures indicated that the two measures are comparable.

Effects of Verbal Reinforcement in a Probability Learning Situation

Effects of Verbal Reinforcement in a Probability Learning Situation

The effect of verbal reinforcement on the recall of early memories.

The effect of verbal reinforcement on the recall of early memories.