Effects Of Social Reinforcement Research Articles

Effects of social reinforcement on dependency and aggressive responses of psychopathic, neurotic, and subcultural delinquents.

Effects of social reinforcement on dependency and aggressive responses of psychopathic, neurotic, and subcultural delinquents.

Separate effects of social modeling and reinforcement in counseling adolescents.

Separate effects of social modeling and reinforcement in counseling adolescents.

Long- and short-term determinants of social reinforcer effectiveness.

Long- and short-term determinants of social reinforcer effectiveness.

Interaction effects of social and tangible reinforcement

Interaction effects between tangible and social reinforcement with children were investigated by comparing bar press rates of three groups of kindergarten children under three different reinforcement conditions: tangible, social, and tangible alternated with social reinforcement. Following the reinforcement period bar press rates of the three groups were compared during a brief period of nonreinforcement. In addition, the effects of sex and density of reinforcement were investigated. During the reinforcement period the bar press rate increased most under the conditions of tangible reinforcement where it was alternated with social reinforcement. The girls rates increased more than the boys. In the consequent nonreinforcement period the rate for the group with a history of only tangible reinforcement dropped below the rates of the other two groups. In addition there was an interaction effect between trial blocks and density of reinforcement. Tentative implications of the results are discussed in relation to applied problems.

SYSTEMATIC REINFORCEMENT: ACADEMIC PERFORMANCE OF UNDERACHIEVING STUDENTS1

The effect of contingent tangible and social reinforcement on academic performance was investigated in an experimental classroom of 25 selected underachieving students. Measures were taken of both teacher and child behavior during a baseline and two experimental treatment periods. During Treatment I, a point system with tangible backup reinforcers was combined with contingent social reinforcers dispensed by the teaching staff to assess the effects on three measures of academic performance (i.e., per cent of time at work, work output per minute, and accuracy). During Treatment II, the contingencies for the tangible reinforcers were terminated while social reinforcement was continued to see if the positive effects of Treatment I on academic performance would persist. The results show that with combined tangible and social reinforcers, students' work time, rate of output per hour, and accuracy in all activities substantially increased. After termination of the tangible reinforcers, the students maintained their high rates of output per hour and accuracy for the remaining period of the study while the total amount of time at work returned to the baseline level.

The effect of social reinforcement on the performance of 1-year-old children

The effect of social reinforcement on the rate of occurrence of a panel-pushing response was investigated with 34 1-year-old children. Panel pushing was recorded in a 2-min basal period, a 4-min conditioning period, and a 2-min extinction period. During conditioning, social approval was contingent on panel pushing for half the Ss; for the other half, it was not. Of Ss with a low basal rate, those who received contingent social approval showed a greater increase in panel pushing during conditioning and a higher level of performance in extinction than did those who received noncontingent approval. Social reinforcement had no appreciable effect on the performance of Ss with a high basal rate, most of whom were boys. When basal rate alone was considered for all Ss, boys were found to be more active panel pushers than girls.

BIRTH ORDER, NUMBER OF SIBLINGS, AND SOCIAL REINFORCER EFFECTIVENESS IN CHILDREN

UNRUH, SUSAN GULICK; GROSSE, MARTIN E.; and ZIGLER, EDWARD. Birth Order, Number of Siblings, and Social Reinforcer Effectiveness in Children. CHILD DEVELOPMENT, 1971, 42, 1153-1163. Groups of first-borns, laterborns, and only-borns were comnpared on a task employed to assess the effectiveness of social reinforcement. Half of the children received the task in a support and half in a nonsupport condition. One-third of the first-borns and later-borns had either 1, 2, or 3 siblings. First-borns played significantly longer in the nonsupport condition than later-borns. A significant interaction was found with later-borns playing for a shorter time in the nonsupport than in the support condition, and first-borns playing longer in the nonsupport than in the support condition. Performance of the only-borns was more like that of later-borns. The number of siblings was not found to be related to playing time. Similarities and discrepancies between this and earlier studies were discussed.

Internal-External Control and Social Reinforcement Effects on Motor Performance

Abstract The effect of praise and reproof as social reinforcers on the performance of a motor task among young boys high in internal control as compared to external control was determined. Thirty internal control and 30 external control subjects, as selected by the Bialer Locus of Control Scale, were randomly divided into a praise, reproof, and control group. Results failed to support the hypothesis that social reinforcement has greater influence on the motor performance of internal control subjects than for external control subjects. Results were discussed in relation to social learning theory and previous research. An attempt was made to show that the equivocal social reinforcement literature contained some consistency when distinguishing between accuracy and speed motor responses and between learning and performance.

Birth Order, Number of Siblings, and Social Reinforcer Effectiveness in Children

Birth Order, Number of Siblings, and Social Reinforcer Effectiveness in Children

CURIOSITY AND THE PARENT-CHILD RELATIONSHIP

SAXE, ROBERT M., and STOLLAK, GARY E. Curiosity and the ParentChild Relationship. CHILD DEVELOPMENT, 1971, 42, 373-384. 4 groups of first grade boys were observed with their mothers in a playroom by trained raters. The results of behavior observations indicated mothers of curioushigh-prosocial boys displayed more positive feeling, fewer restrictions, and less nonattention than mothers of aggressive boys. Mothers of curious-highprosocial boys also displayed more positive feeling than mothers of low curious boys. Mother's positive feeling was also correlated with child's attentiveness, manipulation, and offering information. Child's curiosity toward novel stimuli was most highly correlated with mother's novel curiosity. The results were interpreted within a social learning theory emphasizing the effects of imitation and social reinforcement.

Curiosity and the Parent-Child Relationship

SAXE, ROBERT M., and STOLLAK, GARY E. Curiosity and the ParentChild Relationship. CHILD DEVELOPMENT, 1971, 42, 373-384. 4 groups of first grade boys were observed with their mothers in a playroom by trained raters. The results of behavior observations indicated mothers of curioushigh-prosocial boys displayed more positive feeling, fewer restrictions, and less nonattention than mothers of aggressive boys. Mothers of curious-highprosocial boys also displayed more positive feeling than mothers of low curious boys. Mother's positive feeling was also correlated with child's attentiveness, manipulation, and offering information. Child's curiosity toward novel stimuli was most highly correlated with mother's novel curiosity. The results were interpreted within a social learning theory emphasizing the effects of imitation and social reinforcement.

The influence of induced affective states on the effectiveness of social and nonsocial reinforcers in an instrumental learning task

Social approach and avoidance motivational states were proposed as mediating Byrne’s similarity-attraction relationship. In a 3 by 2 factorial design, three experimentally induced affective states (elation, neutral, and depression) and two types of reinforcers (social reinforcers—positive personal evaluations—and nonsocial reinforcers—$.05) were employed. Analysis of variance indicated that the hypothesized Reinforcer by Affective State interaction was significant in the extinction of a leverpulling response, but not in the acquisition of this response. The performance curves indicated that, whereas a differential magnitude of reward interpretation of affective states is inadequate, a differential drive interpretation is appropriate.

Effects of social and token reinforcement on WISC block design performance.

Amounts of accuracy and speed gain in WISC Block Design performance under 3 treatments (control, social reinforcement, or token reinforcement) were tested with 48 fourth graders of average ability, equally divided as to sex, who were matched by pretest performance on these variables. Boys showed significant gains in accuracy only under token reinforcement and significant speed gains only under social reinforcement ( Ps < .05), while girls showed significant gains in accuracy under all three treatments ( Ps < .05) but also speed losses under all treatments ( Ps < .05). Girls showed significantly greater gains in accuracy than boys under social reinforcement, while boys showed significantly greater speed gains than girls under social reinforcement ( Ps < .05).

Effects of social reinforcement on learning and retention in children.

Effects of social reinforcement on learning and retention in children.

Play persistence: Some effects of interruption, social reinforcement, and defective toys.

Disadvantaged children may seem restless and lost when presented with middle-class play materials. One generally attributes poor play habits to such prior home experiences as lack of maternal social reinforcement for sustained play, interruptions from other children or adults, or damaged play materials. However, no controlled research has been done concerning the effects of analogous experimental conditions on subsequent play persistence. In the present experiment, 56 black 5year-old girls were obtained from Ready Fives and kindergarten programs, and were randomly assigned to one of four 10-minute treatments. Neutral. Children were permitted to play freely with puzzle, bubble liquid and wand, playdough, magic slate, paints, a whistle, and a book. Defective. Children played freely with exactly the same toys, except that toys had been doctored. The puzzle pieces were the right colors, but the wrong shapes; the playdough was crumbly (it had been baked); there was not enough bubble liquid to fill the wand; the magic slate had been painted with clear nail polish so the stylus made no impression; the paints were dried, and the brush was matted; the whistle no longer tweeted; critical pages were torn out of the book. Interruption. Children played with good toys, but were constantly interrupted by the 1 An extended report of this study may be obtained without charge from S. Farnham-Diggo ry,

Social reinforcement effects on preschool children's motor performance.

The effects of positive, negative, and combined social reinforcement on the accuracy of motor performance among 25 preschool boys and 25 girls was determined. Reinforcement was administered on a contingency basis. Arithmetic error indicated significant differences between the sexes for initial trials. No significant social reinforcement effects were obtained. The failure of social reinforcement to influence complex motor performance was explained by the lack of control by an individual in varying his own performance.

Meaning and Attention as Determinants of Social Reinforcer Effectiveness

CAIRNS, ROBERT B. Meaning and Attention as Determinants of Social Reinforcer Effectiveness. CmHILD DEVELOPMENT, 1970, 41, 1067-1082. 3 experiments were conducted with children to determine whether the efectiveness of a verbal event (right) as an outcome could be influenced by experimentally manipulating its signal function. Each experiment had a parallel condition in which a neutral nonverbal event (light-bell combination) was submitted to identical experimental operations. In accord with earlier studies, both right and the nonverbal event were found to be ineffective as outcomes when they occurred without a prior instructional set or as discriminative signals. The results of the experiments were largely consistent with an interpretation of reinforcer effectiveness which emphasizes the contextual signal properties of these events. Certain implications of the research for the problem of social satiation and the noneficacy of reinforcement events are discussed.

Effects of Social Reinforcement on Health Reporting in the Household Interview

Effects of Social Reinforcement on Health Reporting in the Household Interview

Awareness, Social Deprivation and Verbal Operant Conditioning for Adults

In a 2 × 2 × 5 factorial design the effects of social deprivation and reinforcement upon Taffel sentence construction were studied for 40 adults. Only reinforced Ss conditioned, and of them both aware and unaware Ss conditioned. Social deprivation did not affect conditioning or awareness.

PERCEIVED MATERNAL CHILD-REARING EXPERIENCE AND THE EFFECTS OF VICARIOUS AND DIRECT REINFORCEMENT ON MALES

This experiment related perceived maternal child-rearing experience (4 high and low combinations of control and nurturance), as reported by lateadolescent males, to the effects of vicarious and direct social reinforcement. These relationships were compared for positive and negative reinforcement conditions. Expected vicarious and direct reinforcement efects upon achievement motivation were found for high-control/low-nurturance and low-control/low-nurturance Ss but not for the high-nurturance groups. Oppositedirection interactions were found for the high-control/low-nurturance and low-control/high-nurturance groups when perceptual-motor performance change was considered. Positive and negative vicarious reinforcement effects were the most apparent in the high-control/low-nurturance group; the lowcontrol/high-nurturance group demonstrated the least expected effects of vicarious reinforcement.