Effects Of Social Reinforcement Research Articles

The effects of social reinforcement and nonreinforcement following success and failure.

The effects of social reinforcement and nonreinforcement following success and failure.

Group support, satisfaction, and the behaviour profiles of group members.

The response profiles of individuals systematically supported and non‐supported by other group members are compared to determine the effects of social reinforcement upon behaviour. These profiles are in turn contrasted with those reported by Bales for groups in which members report high and low satisfaction with the group's performance, and also with the combined behaviour profiles of twenty‐four groups, the latter serving as a ‘normative group’. The comparisons indicate that individuals in the support and satisfaction conditions make more positive affect and directive responses than individuals in the normative, non‐supported and dissatisfied conditions, where as individuals in the non‐supported and dissatisfied conditions make more inquiries and negative affect responses than those in the other three conditions.

SOCIAL REINFORCER EFFECTIVENESS AS A FUNCTION OF THE RELATIONSHIP BETWEEN CHILD AND ADULT.

SOCIAL REINFORCER EFFECTIVENESS AS A FUNCTION OF THE RELATIONSHIP BETWEEN CHILD AND ADULT.

Social Behavior of Children

tions determine the effectiveness of social rewards in a given situation. As yet, however, psychologists have not developed a parsimonious set of integrating principles (a theory, in other words) which will effectively serve to organize and clarify the rapidly accumulating empirical evidence. Thus, Horowitz (1963) suggested that a reader of this literature may well feel that while much is known, little is understood. Most of the recent studies of children's responsiveness to adult reinforcement have utilized simple, short laboratory tasks. Factors influencing the effectiveness of social reinforcement have been observed most frequently with such tasks for the child as dropping marbles through holes and pulling levers. Much has been learned by observing children's performance on these simple tasks, but the degree to which the findings may be generalized to life situations is restricted. Also, most of the recent research has involved adult reinforcement of children's behavior; little is presently known about such significant phenomena as children's reinforcement of adult behavior or of peer behavior.

THE EFFECTS OF SOCIAL REINFORCEMENT VS. NONREINFORCEMENT AND SEX OF E ON THE PERFORMANCE OF ADOLESCENT GIRLS.

THE EFFECTS OF SOCIAL REINFORCEMENT VS. NONREINFORCEMENT AND SEX OF E ON THE PERFORMANCE OF ADOLESCENT GIRLS.

The effectiveness of social reinforcers on persistence and learning tasks following positive and negative social interactions.

The effectiveness of social reinforcers on persistence and learning tasks following positive and negative social interactions.

Effects of social reinforcement on operant crying

Two preschool boys who showed a high frequency of operant crying were helped to develop more effective responses to mild frustrations. Teachers systematically applied reinforcement procedures: gave no attention to outcries, unless the child was actually hurt, and gave immediate approving attention to every more appropriate response to mildly distressful situations. Within a week, operant crying had practically disappeared in each case. Reversal of procedures reinstated operant crying responses in Subject 1. Return to original procedures quickly reduced operant crying to a very low level, which was maintained during the rest of the year. With Subject 2, reversal of procedures raised the operant crying level for a few days. Then suddenly the crying dropped out. When the crying rate remained at practically zero for several more days, all procedures were dropped. Shortly, operant crying again rose. The original procedures were again applied. Operant crying quickly dropped and remained negligible during the rest of the school year. The studies indicated that frequent crying may be largely a function of adult attention.

EFFECTS OF SOCIAL REINFORCEMENT ON ISOLATE BEHAVIOR OF A NURSERY SCHOOL CHILD.

A preschool girl who exhibited a low rate of social interaction with her peers was helped to achieve sustained play relations through systematic use of behavior principles. A positive reinforcer, teacher attention, was given consequent upon interaction with another child and withheld consequent upon solitary play or attempted interaction solely with an adult. Interaction with children rose markedly; oneto-one interactions with adults decreased. Reversal of procedures depressed child-child interaction and increased interaction solely with adults; reinstatement of original procedures restored peer interaction. As social behavior with peers became firmly established, reinforcement under both contingencies was presented on an increasingly intermittent schedule. Later checks indicated that adequate social play behavior was maintained through the rest of the school year.

Effects of Social Reinforcement on Isolate Behavior of a Nursery School Child

Effects of Social Reinforcement on Isolate Behavior of a Nursery School Child

THE EFFECT OF SOCIAL REINFORCEMENT ON NORMAL AND SOCIALLY DEPRIVED CHILDREN.

THE EFFECT OF SOCIAL REINFORCEMENT ON NORMAL AND SOCIALLY DEPRIVED CHILDREN.

Birth Order and Social Reinforcer Effectiveness in Children

Birth Order and Social Reinforcer Effectiveness in Children

BIRTH ORDER AND SOCIAL REINFORCER EFFECTIVENESS IN CHILDREN.

The hypothesis was advanced that first-borns are more satiated on social reinforcers than are later-borns. Employing this hypothesis, in conjunction with the Brown-Farber formulation, concerning the motivating effects of frustration, two predictions were made: (a) first-hborns would play a simple satiation-type game for a shorter period of time than would later-borns when the game was played under a support condition, and (b) first-borns playing the game under a nonsupport condition would play for a longer period of time than first-borns playing under a support condition, while the reverse would be true for later-borns. Twenty first-born and 20 later-born children were randomly assigned to play a simple Marble-in-the-Hole game under either a support or nonsupport condition. The findings supported the predictions made.

EFFECTIVENESS OF SOCIAL REINFORCEMENT FOLLOWING SOCIAL AND SENSORY DEPRIVATION.

EFFECTIVENESS OF SOCIAL REINFORCEMENT FOLLOWING SOCIAL AND SENSORY DEPRIVATION.

Effects of positive social reinforcement on regressed crawling of a nursery school child.

Effects of positive social reinforcement on regressed crawling of a nursery school child.

Rigidity and social reinforcement effects in the performance of institutionalized and noninstitutionalized normal and retarded children.

Rigidity and social reinforcement effects in the performance of institutionalized and noninstitutionalized normal and retarded children.

Institutionalization and the effectiveness of social reinforcement: a three-year follow-up study.

Institutionalization and the effectiveness of social reinforcement: a three-year follow-up study.

The effectiveness of social reinforcement following two conditions of social deprivation.

The effectiveness of social reinforcement following two conditions of social deprivation.

The effectiveness of social reinforcement with normal and feebleminded children1

The effectiveness of social reinforcement with normal and feebleminded children1

The effect of social reinforcement on the performance of institutionalized and nonistitutionalized normal and feebleminded children1

The effect of social reinforcement on the performance of institutionalized and nonistitutionalized normal and feebleminded children1

Effects of Congruent Social and Task Reinforcement Upon Acquisition of Imitative Responses

In an earlier study (Kanareff & Lanzetta, 1958) the effectiveness of a task reinforcer in modifying an imitative response was found to vary with the prevailing social sanctions towards imitation. These sanctions had been induced through instructions stressing either the desirability of separate judgments or the facilitating effect of working in a group. Apparently the few minutes spent in orienting Ss at the start of the session were sufficient to establish an attitudinal set toward the appropriateness of imitation. There are, nevertheless, several disadvantages to the instructional method of inducing social sanctions. For one, neither evaluation nor control of the strength of the induced sanctions can be achieved with such a procedure. Further developments in the area of social behavior, e.g., quantitative comparisons of the relative strength of social and task reinforcement under various situational demands, and control over the strength of means-goal conflict (simultaneous operation of incongruent task and social reinforcements), are attendant upon the development of a procedure permitting such evaluation and control. For another, vagaries of interpretation of the instructions may increase individual differences so as to obscure relationships that may exist. And finally, it would be highly desirable if expectations of social sanctions (social reinforcement) could be subjected to the same probabilistic confirmations as expectations of task reinforcement so that the patterns and probabilities of social reinforcement encountered in everyday life as well as of task reinforcements could be reproduced in the laboratory. The present study introduces a procedure for providing continuous and precise control over the social sanctions such that task and social reinforcements can be independently manipulated and made to operate concurrently on given behavior patterns. The task reinforcement may consist of any impersonal task informative feedback device indicating the instrumentality of the available behavior patterns with respect to the imposed task goals. For example, the task reinforcement (an indication of correctness or incorrectness) for imitation and opposition in the present study was provided by the conjunction of the