Nonverbal Reinforcement Research Articles

PENGGUNAAN PENGUATAN DALAM PEMBELAJARAN BIDANG STUDI PPKN DI KELAS IX SMPN 10 TENGGARONG

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. .

The Effects of Using a Model-Reinforced Video on Information-Seeking Behaviour

This study examined the effects of viewing a ten-minute model-reinforced video on careers information-seeking behaviour of 280 students in ten sections of a university careers course randomly assigned to treatment or control conditions. The video portrayed an undergraduate student seeking careers counselling services and a counsellor using modelling, as well as verbal and non-verbal reinforcement, to encourage the student to use information resources (such as books, websites, informational interviews). Participants who viewed the video (the treatment group) reported using a significantly wider variety of information-seeking strategies (reinforced in the video) and using more varied careers resources in completing a research assignment than students in a regular classroom presentation who did not view the video (the control group). They also spent less time seeking information than students in the control group. Implications for the use of the video in future research and practice are discussed.

Non-verbal visual reinforcement affects speech audiometry in the elderly

The purpose of this study was to investigate how non-verbal visual reinforcement provided by the audiologist during speech testing influences performance in the elderly. Thirty-two volunteers with age-related hearing loss with or without dual sensory-impairment (DSI), were administered a speech audiometry test in which they repeated lists of ten disyllabic words in two different conditions, namely with and without visual reinforcement. In the conditions of "with visual reinforcement", the tester provided non-verbal cues to acknowledge the response of each participant. The "visual reinforcement" condition did not apparently provide any significant variation in the results. However, when we considered the group of patients without DSI, the non-verbal "visual reinforcement" resulted in better scores (p < 0.001). Non-verbal visual reinforcement may influence speech audiometry results in the elderly. During speech testing of elderly people with age-related hearing loss, audiologists should always remember to administer visual reinforcement to the patients in order to remove a possible confounding factor from audiological evaluation.

Reinforcement and Punishment of Substance Abuse During Ongoing Interactions: A Conversational Test of Inconsistent Nurturing as Control Theory

This study is the first to examine inconsistent nurturing as control (INC) theory during ongoing interpersonal influence episodes between substance-abusive individuals and their romantic partners. This study sought to determine how nonverbal (i.e., kinesic and vocalic) and verbal reinforcement and punishment of substance-abusive behavior during actual interactions influenced substance-abusive individuals' recidivism and perceptions of non-using partners' persuasive effectiveness. The findings reveal that consistent verbal punishment of substance abuse (e.g., threats, nagging) predicted lower relapse, while verbal reinforcement (e.g., telling the partner they are more fun when they use) predicted higher relapse. With regard to nonverbal communication, vocalic punishment and vocalic reinforcement predicted relapse and persuasive effectiveness. Results suggest the combination of behaviors resemble intermittent reinforcement and punishment and should actually strengthen the substance-abusive behavior the partner is trying to curtail.

Social reinforcement of somatic versus psychological description of depressive events

The cultural construction of illness model explains the clinical observation that psychological correlates of depression such as sadness and worthlessness are frequently reported in Western cultures, whereas somatic or vegetative complaints are often associated with depression in non-Western cultures. This study employed Portnoy and Salzinger's (J. Gen. Psychol. 70 (1964) 311) verbal conditioning paradigm to determine whether social contingencies, in the form of verbal and non-verbal reinforcement contingent upon verbal responses, affect the reporting of experiences related to depressive events. Using an ABA design, this experimental study ( N=36) demonstrated that one's reporting of experiences of hypothetical depressive events, via psychological, somatic, or neutral verbal response classes, can be conditioned by verbal and non-verbal positive social reinforcement, and therefore socially constructed through environmental contingencies. This suggests one pathway by which culture can shape symptom presentation. Implications for clinical interviewing and behavioral assessment, especially in the cross-cultural context, are discussed.

Contingent Reinforcement Effects on Movement Responses of Prison Inmates to the Holtzman Inkblot Technique

Prison inmates were administered the Holtzman Inkblot Technique (HIT) under conditions of either verbal or nonverbal reinforcement of movement responses. Overall, there were no differences among the verbal, nonverbal, and control groups. Inmates charged with violent crimes were found to give the fewest movement responses. With crime category controlled, more movement responses were given under nonverbal conditions. There were no sex differences for movement responses but testing time increased significantly when administered by the female examiner.

Evaluation of a microskills programme with field-based counsellors: Effects on core attitudes and counselling skills

Two issues relevant to the role of microtraining in counsellor training are examined. Firstly, due to the increasing use of the microcounselling framework for training counsellors, either directly or indirectly, in the Rogerian attitudes, the effects of such a programme on counsellor attitudes was investigated. Secondly, although microskills training has been generally found to improve and increase trainee's helping skills usage and effectiveness, its effects on field-based counsellors have rarely been evalulated. Thus the second objective of the study was to examine this issue. The subjects were 12 counsellors from a number of counselling agencies. Six of these counsellors participated in a microcounselling programme which taught the skills of nonverbal communication, questioning, reflecting, listening, self-disclosure, reinforcement, opening and closing. The data base for the study consisted of videorecordings of each subject's participation in two extended interactions—one involving an individual discussing a real concern, and the other involving an individual discussing a simulated concern. Various measures of counsellor attitudes, effectiveness, skills, and actual behaviours were obtained. Comparison of the experimental and control groups indicated that the microcounselling programme had little effect on any of the aspects of counsellor performance examined. It is concluded that, although aspects of the design may have influenced the results, an integrated microcounselling approach may be more effective in developing attitudes. In addition, it appears that the characteristics of a professional population, such as counsellors, may differ from those of novices, such that problems in effecting change in skilled performance will occur with the former group.

Taxonomies and triads: Conceptual organization in one- to two-year-olds

A tradition of research on conceptual development has suggested a shift from a thematic to a taxonomic basis of organization near the end of the preschool years. Recent research has demonstrated an increase in taxonomic responding in preschool-age subjects with provision of novel labels for to-be-classified targets. The effect is interpreted as the result of a cognitive constraint on the possible meanings of new words. In the present series of four experiments, 16- to 31-month-olds responded to a forced-choice object-triad task. Across the age range, subjects responded taxonomically at well above chance levels. Subjects as young as 16 months responded taxonomically 72% of the time on basic-level triads; subjects as young as 19 months responded taxonomically 87% of the time on both basic- and superordinate-level triads. The already high rate of taxonomic responding was not affected by novel labels. In control experiments, subjects demonstrated familiarity with the thematic associates depicted in the test triads. In all four experiments, nonverbal reinforcement was used to unambiguously convey task instructions and to remind subjects of them on each trial. We suggest that verbal labels may accomplish the same end for older preschoolers. Thus, the effect of labeling, rather than being language specific, may be a more general effect of reminding subjects of the requirements of the task.

An Analysis of Receivers' Reactions to Electronically Mediated Communication

An analysis was conducted of receiuers' reactions to electronically mediated communications--audio transmission and electronic graphics-in a mnagement develolmaent program. The literature suggests that electronically mediated communication could affect students' stimulation due to reduced nonverbal communication, the ability to receive nonverbal positive reinforcement, and the opportunity to participate. These possibilities were investigated through questionnaires, observation, and interviews. Loss of nonverbal feedback from the professor was compensated for partially by greater communication and cohesion among the students. Increased communication among the students apparently compensated for any positive rewards that were not received via nonverbal communication from the professor. Participation between the professor and students was inhibited but participation among the students increased. Finally, slight apprehension was detected.

THE EFFECTS OF LISTENER'S SOCIAL REINFORCEMENT ON INTERPERSONAL ATTRACTION IN THE DYADIC CONVERSATION

The purpose of this study was to investigate the effects of the listener's social reinforcement such as chiming in and nodding given to the speaker on interpersonal attraction in the dyadic conversation. Fourty undergraduates served as subjects who role played either speakers of their own stories or listeners to them. To contrast the differences of interpersonal perception, each subject role played either speaker or listener all the time. The speaker told the same story to the two listeners. One listener listened to the speaker with social approval such as verbal reinforcement and nonverbal reinforcement of nodding. The other listener listened to the speaker without social reinforcement. The same listener listened to one speaker with social reinfofcement and then listened to the other speaker without social reinforcement. The following four findings were revealed. (1) The speaker rated much more favorably the listener with social reinforcement than the listener without social reinforcement. (2) The listener rated more favorably the speaker whom one gave social reinforcement than the speaker whom one did not give social reinforcement. (3) The traits of interpersonal attraction that was influenced by the presence or absence of social reinforcement were found to be the traits of affective likeability and sociability and not the traits of intelligence and morality. (4) The speaker was found to be more sensitive than the listener in the conversational situation. Also, the use of Multidimensional unfolding was tested for the visual representation of multivariate dependent variables as a whole.

The effects of nonverbal reinforcement and interviewee‐interviewer relationship on interviewee's verbal response

The effects of nonverbal reinforcement and interviewee‐interviewer relationship on interviewee's verbal response

Client verbal and nonverbal reinforcement of counselor behavior: Its impact on interviewing behavior and postinterview evaluation.

Client verbal and nonverbal reinforcement of counselor behavior: Its impact on interviewing behavior and postinterview evaluation.

Client verbal and nonverbal reinforcement of counselor behavior: Its impact on interviewing behavior and postinterview evaluation.

Client verbal and nonverbal reinforcement of counselor behavior: Its impact on interviewing behavior and postinterview evaluation.

Information-Gathering Properties of a Nonverbal Reinforcer: An Effect of Expectancy Violation

A 2-person tutoring task was used to investigate the possibility that one individual's nonverbal reinforcers can be used in an attempt to gain information from the other person. Information- seeking behavior is increased by expectancy-violation (Brickman, 1972). Increasing a reinforcer's occurrance by violating an expectancy would suggest that the reinforcer also serves to gain information. A nonverbal reinforcer, head nodding, was monitored in a 2 x 2 design orthogonally manipulating (1) instructed expectancies of "good" vs. "poor" perfor mance by a confederate-student and (2) "good" vs. "poor" actual perfor mance. Violating subject-tutors' expectancies resulted in significantly greater head nodding. Also, a hypothesized lack of relationship was found between task-specific behaviors (informative comments and praise) and head nodding, not required to perform the task.

The effects of verbal and nonverbal contingent reinforcement upon the intelligence test performance of black adults

This study examined the effects of contingent verbal and nonverbal reinforcement upon the intelligence test performance of bladk adults. Thirty-six Ss (half male and half female) were pretested on the Quick Test and then administered the complete WAIS under one of three treatment conditions: verbal reinforcement, nonverbal reinforcement or no reinforcement (control condition). Verbal reinforcement was administered as statements of "good" or "fine" by the E, while nonverbal reinforcement took the form of a nod of the head or a statement of "Mmhm." The primary analysis of the data indicated no significant differences between the treatment conditions.

Functional employment of nonverbal social reinforcers in dyadic learning.

Functional employment of nonverbal social reinforcers in dyadic learning.

Effects of verbal and nonverbal reinforcement on the WAIS performance of normal adults.

Effects of verbal and nonverbal reinforcement on the WAIS performance of normal adults.

Reinforcement and learning in schizophrenics.

Three groups of 7 chronic schizophrenics were tested on a word-association task under conditions of verbal reinforcement, non-verbal reinforcement, or no reinforcement. Both verbal and non-verbal reinforcement were significantly more effective than no reinforcement in conditioning patients to the task but equally effective. Implications for the effectiveness of the token-economy paradigm in facilitating adequate response to abstract reinforcement by schizophrenics was contrasted with results of previous studies not employing the paradigm.

Response strategies in the oddity discrimination of preschool children

Preschool children were trained on an oddity discrimination with one, two, or three relevant redundant dimensions and with either verbal or nonverbal reinforcement. Few Ss acquired the oddity solution, supporting the results of earlier studies, and performance was unaffected by amount of relevant redundant information and type of reinforcement. Many Ss showed systematic response strategies, especially Stimulus Perseveration, and the occurrence of these strategies was highly consistent even though they result in only intermittent reinforcement. It was hypothesized that the difficulty of oddity discriminations for preschool children may result from their failure to reject incorrect strategies and from the low availability of the correct oddity strategy. A forced-trial procedure was proposed to avoid these problems.

The influence of verbal and nonverbal reinforcement combinations in the discrimination learning of middle- and lower-class preschool children.

The performance of lowerand middle-class preschool children on a discrimination task'was compared under 3 reinforcement combinations (Reward, Punishment, Reward-Punishment) and within each of these, verbal reinforcers (Right and Wrong) and nonverbal reinforcers (Candy and a Sound). In confirmation of a previous study of school-age children, the Candy-Reward Ss of both socioeconomic groups were inferior to Ss given Punishment or Reward-Punishment combinations. The Ss rewarded by Right, particularly lower-class Ss, were also inferior in performance, apparently due to inability to understand the reinforcement procedures.