Effects Of Praise Research Articles

Revisiting Praise as Feedback in L2 Writing: Where are we Going?

While a plethora of studies have been conducted on corrective feedback in L2 writing, praise as feedback has received less attention in L2 writing despite its well-acknowledged motivating functions in education and psychology (For economy of expression, the word “praise” will be used consistently throughout this paper to denote “praise as feedback”). To fill this gap, this review article aims to provide a bird's eye view of praise in L2 writing. This paper reports praise givers’ perceptions and practices, praise receivers’ perceptions and the effect of praise from reviewed studies. Specifically, this paper highlights the issue of ill-defined praise in L2 writing, the mismatch between teachers’ positive perceptions and their practices, inconsistent findings regarding the effectiveness of praise as well as motivating functions of praise. Based on these findings, this article argues that more attention should be given to unleashing the potential of praise through teachers’ giving balanced and quality praise and more investigations of praise with longitudinal research design and multiple data sources so as to advance our understandings of feedback in student L2 writing development.

Two is better than one: verification of the effect of praise from two robots on pre-school children’s learning time

This paper reports the effects of praise from two robots on children’s learning time, their performance, and their acceptance of the robots. Since praise from a single robot provides positive effects for children as educational support, we hypothesized that praise from two robots will increase such effects because two robots will enhance the social influences. To verify this hypothesis, we developed an English learning system that consisted of an e-learning application, a depth sensor for human-tracking, a tabletop humanoid robot, a doll-type robot, and an operator. We designed the robots to interactively praise children during their learning situations and experimented with a with-in participant design to compare the effects of praise from two robots and just one. 22 children participated in an experiment whose results showed that children learned more when two robots praised them than just one, even with an identical amount of praise. These results suggest the effectiveness and empirical evidence of using two robots for educational support.

The Negative Effect of Ability-Focused Praise on the "Praiser's" Intrinsic Motivation: Face-to-Face Interaction.

Most previous research has demonstrated that receiving ability-focused praise (e.g., “You are smart”) negatively affects intrinsic motivation following failure. Surprisingly, a recent study showed that ability-focused praise affects not only the praisee but also the person offering praise, that is, the praiser. However, evidence of the effects on the praiser is quite limited, despite the utility of praise in education. Therefore, the present study employed face-to-face interaction to advance the knowledge of the effects of praise on the praiser. Two experiments were conducted in which undergraduate participants (n = 39 and n = 51) praised a research confederate. We measured attentional engagement using an eye-tracker as a behavioral indicator of intrinsic motivation, as well as self-reported task enjoyment. To estimate the effect of praise, we combined the results of two experiments and conducted a Bayes factor meta-analysis. The results showed that in the ability praise group, participants’ attentional engagement in a task was significantly lower than in the control group. The present finding indicates that ability-focused praise negatively affects the praiser’s intrinsic motivation and suggests that praise should be used with caution in social and educational contexts.

Appraising praise: experimental evidence on positive framing and demand for health services

ABSTRACT Standard economic models of human behaviour take the view that non-informative elements of communication (e.g. tone) do not affect behaviour. Casual observation of consumer and producer behaviour, as well as descriptive evidence, suggests this may be an overly strong assumption in many contexts, including healthcare. For example, 59% of female respondents in the 2011 Ethiopia Demographic and Health Survey reported that ‘rude attitude of health provider’ was a major problem that prevented them from seeking medical advice and treatment. Yet there is only a small body of evidence on the causal effects of non-informative elements of communication from real-world settings. We conducted a field experiment with over 800 HIV+ female sex workers (FSWs) in Ethiopia testing the effects of providing of Praise Message phone calls on retention in antiretroviral (ART) care and adherence to ART medication. We find mixed evidence on the effects of Praise Messages, suggesting further investigation into the effects of praise or other non-informative communication on health behaviour.

The effects of praise on the praiser

The effects of praise on the praiser

The effects of praise on maintaining friendships in university students

The effects of praise on maintaining friendships in university students

The effect of praise on praiser

The effect of praise on praiser

A meta-analysis on effects of praise on children's intrinsic motivation

A meta-analysis on effects of praise on children's intrinsic motivation

The Paradoxical Effect of Praise and Blame: Age-Related Differences

Blame and praise sometimes have a seemingly paradoxical effect: blame after failure sometimes leads to the impression that the recipient has a high ability. In contrast, praise after success can lead to an inference of low ability. Several studies showed this effect and its relation to concurrent sympathy ratings as well as to cognitive schemas underlying these estimations. The present study is the first to focus on differences across the adult lifespan regarding peoples’ ability and sympathy estimations of praised or blamed individuals. In this context, the causal schemas underlying peoples’ judgments were also investigated. The results show that seemingly paradoxical ability estimations were independent of age in contrast to reversed ability estimations (i.e., a praised individual is perceived as more capable than a blamed individual) decreasing with age. Moreover, age affected the estimation of a teacher’s sympathy for blamed and praised students in terms of a universal decrease with age. Finally, exclusive ability-related causal schemas were primarily used by older people and facilitated the occurrence of seemingly paradoxical ability estimations. The results provide a first base for future research on this largely neglected topic.

Social Rewards Enhance Offline Improvements in Motor Skill

Motor skill memory is first encoded online in a fragile form during practice and then converted into a stable form by offline consolidation, which is the behavioral stage critical for successful learning. Praise, a social reward, is thought to boost motor skill learning by increasing motivation, which leads to increased practice. However, the effect of praise on consolidation is unknown. Here, we tested the hypothesis that praise following motor training directly facilitates skill consolidation. Forty-eight healthy participants were trained on a sequential finger-tapping task. Immediately after training, participants were divided into three groups according to whether they received praise for their own training performance, praise for another participant's performance, or no praise. Participants who received praise for their own performance showed a significantly higher rate of offline improvement relative to other participants when performing a surprise recall test of the learned sequence. On the other hand, the average performance of the novel sequence and randomly-ordered tapping did not differ between the three experimental groups. These results are the first to indicate that praise-related improvements in motor skill memory are not due to a feedback-incentive mechanism, but instead involve direct effects on the offline consolidation process.

The trajectory of children's social competence from 18 months to 30 months of age and their mother's attitude towards the praise.

BackgroundPraise from caregivers has been shown as an important influence on the development of social competence in early adolescence. However, the effects of praise in younger children have not been investigated. We examined how the trajectory of children’s social competence from 18 months to 30 months of age was related to their caregiver’s attitude towards the importance of praise at times when their child was 4 months and 9 months old.MethodsWe studied 155 mother-child dyads, whose interactions during play were observed both when the child was 18 months and 30 months old, which was conducted as part of a Japan Science and Technology Agency (JST) project. The child’s social competence was assessed using the Interaction Rating Scale (IRS). Demographic data was obtained when the child was 4 months old, and the caregiver’s attitude towards the importance of praise when the child was both 4 months and 9 months old. A logistic regression analysis controlling for the effects of demographic variables was performed.ResultsWe found that children who had received continuous praise from their mother when they were 4–9 months of age had a decreased risk of low social competence at 18–30 months of age.ConclusionsA mother’s attitude towards the importance of praise at early stages of her child’s development has an important influence on the later trajectory of social competence.

The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors

Two studies were conducted to determine how gender and age moderate the long‐term and post‐failure motivational consequences of person versus performance praise. In Study 1, fourth‐ and fifth‐grade students (n = 93) engaged in a puzzle task while receiving either no praise, person praise, product praise, or process praise. Following a subsequent failure experience, behavioural measures indicated that product and process praise enhanced motivation and person praise dampened motivation for girls, but that there were few effects of praise on subsequent motivation for boys. In Study 2, a parallel procedure with preschool children (n = 76) showed that person, product, and process praise all enhanced motivation, relative to neutral feedback, for both girls and boys.

The Relationship Between Software Design and Children's Engagement

This study was an attempt to measure the effects of praise and reinforcement on children in a computer learning setting. A sorting game was designed to simulate 2 interaction styles. One style, called high computer control, provided frequent praise and coaching. The other, called high child control, had narration and praise toggled off. A population of 38 preschoolers was videotaped in each condition. Measures of mouse clicks, problems solved, and accuracy were considered, along with qualitative observations such as body language. Children completed 3 times more problems, with twice as many correct answers in the high child control condition, indicating that control mechanisms, such as reinforcements or instructions, can significantly influence the quality and quantity of child activity in a computer learning setting.

Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour

The effects of praise on student on‐task behaviour, academic self‐concept and numeracy enjoyment were investigated. Four year four classes and their teachers participated. Two teachers were instructed to use specific praise and two to use positive praise. Classes were independently observed on four occasions, twice before and twice after the praise intervention. Student on‐task behaviour, numeracy enjoyment and academic self‐concept were measured and teachers’ use of praise was observed. Specific praise promoted more on‐task behaviour than positive praise and significantly increased academic self‐concept. Ratings of numeracy enjoyment were not significantly affected. Implications of this research for teaching practice are discussed. Summary of praise types from Harrop and Swinson (2000) Praise type Definition Individual Any response given to a single pupil following the pupil's behaviour Group Response given to more than one pupil following their behaviour (e.g., “That's good Chris and Alex, you are sitting still”) Academic behaviour Normal curriculum behaviours: reading writing, listening, answering questions (i.e., performing prescribed activities) Social behaviour Behaviours indicative of classroom manners, following classroom rules and routines, such as settling down to work, remaining seated when appropriate or putting their hand up to answer a question Redirection Response following disapproval, which describes an approved behaviour, such as “Don't do that, I want you to work in silence”, “No it isn't a simple addition; look more carefully at the wording of the question”

A Cost of Pretending

Two experiments were conducted to assess the effect of pretending on the pretenders' self-esteem. People use social pretenses to avoid criticism and receive praise to maintain and augment this self-esteem. Nevertheless, there is a hidden opportunity cost of pretending. Participants were led (or not) to pretend that they possessed knowledge they did not have (i.e., made-up words), and did or did not receive praise for being knowledgeable. Pretending blunts the effects of praise. Praise raised control participants' self-esteem more than it did that of pretenders.

The effects of praise on children's intrinsic motivation: a review and synthesis.

The authors argue against a purely behavioral definition of praise as verbal reinforcement in favor of the view that praise may serve to undermine, enhance, or have no effect on children's intrinsic motivation, depending on a set of conceptual variables. Provided that praise is perceived as sincere, it is particularly beneficial to motivation when it encourages performance attributions to controllable causes, promotes autonomy, enhances competence without an overreliance on social comparisons, and conveys attainable standards and expectations. The motivational consequences of praise also can be moderated by characteristics of the recipient, such as age, gender, and culture. Methodological considerations, such as including appropriate control groups and measuring postfailure outcomes, are stressed, and directions for future research are highlighted.

The effects of praise on children's intrinsic motivation: A review and synthesis.

The effects of praise on children's intrinsic motivation: A review and synthesis.

IV. STUDY 2: 2‐5‐YEAR‐OLDS' REACTIONS TO SUCCESS AND FAILURE AND THE EFFECTS OF PRAISE

Monographs of the Society for Research in Child DevelopmentVolume 57, Issue 1 p. 39-59 IV. STUDY 2: 2-5-YEAR-OLDS' REACTIONS TO SUCCESS AND FAILURE AND THE EFFECTS OF PRAISE First published: January 1992 https://doi.org/10.1111/j.1540-5834.1992.tb00292.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume57, Issue1January 1992Pages 39-59 RelatedInformation

The Effectiveness of Praise of Self Versus Praise from Others

On donne a 60 etudiants americains une serie de 4 adjectifs, chaque serie decrivant une personne (n=5 personnes). La variable dependante est constituee par la reponse des sujets indiquant pour chaque personne son degre de synthese sur une echelle en 7 points. Deux conditions experimentales sont creees, dans la premiere on indique aux sujets que ce sont les personnes elles-memes qui ont choisi les adjectifs, dans la seconde ce sont d'autres personnes. Le plan experimental tient compte egalement du nombre d'adjectifs favorables (de 0 a 4) par personne

Some Effects of Praise and Blame on Perceived Ability and Affect

The effects of praise and blame on evaluations of one's own performance and on affect were investigated in the present experiment. Of the four participants in each experimental session, two acted as teachers and two acted as students. The two teachers were actually experimental confederates. First, a test was administered to the students by the experimenter. After the test was completed, both teachers allegedly scored the tests in one condition (the test-scored condition) to induce the students to believe that the teachers knew their ability. In another condition (the test-not-scored condition), the teachers did not score the tests. In both conditions, the students then worked at two identical tasks and received success feedback at the first task and failure feedback at the second task. Subsequently, one of the two students was praised by the teachers for success and not blamed for failure, while the other received no praise for success but blame for failure. When the subjects could assume that the teachers knew their ability (test-scored condition), receiving no praise for success and blame for failure, led the subjects to a more positive evaluation of their own test performance than receiving praise for success and no blame for failure. Within the test-scored condition, receiving no praise for success/blame for failure also led to more positive affect than receiving praise for success/no blame for failure. Within the test-not-scored condition, the performance and affect ratings between students receiving no praise for success/blame for failure and those receiving praise for success/no blame for failure did not differ.