Use Of Negative Reinforcement Research Articles

PKM. PEMBERIAN REINFORCEMENT DALAM PEMBELAJARAN DAN PERKEMBANGAN MORAL ANAK DI PAUD III SARASWATI DENPASAR

This PKM is motivated by the absence of a real solution regarding providing reinforcement at PAUD III Saraswati Denpasar school. This service aims to provide a solution for how to provide reinforcement for the moral development of early childhood in preschool education. The methods used are socialization and mentoring. In the implementation of the 1st and 2nd stages of PKM socialization, much progress has been achieved. Data was obtained through free interviews, observation and documentation. Data sources were obtained through school principals, class teachers who functioned as informants. The results of the service found included: In learning aspects of moral development, there were several reinforcements provided by other educators/teachers at PAUD III Saraswati Denpasar, namely: the use of positive reinforcement and the use of negative reinforcement. Learning aspects of moral development at PAUD III Saraswati Denpasar is carried out through all activities including: habituation, singing songs, shouting moral messages, stories, and so on. The impact that occurs after reinforcement is given to children is: positive reinforcement includes: children become happy, enthusiastic about following lessons. Meanwhile, negative reinforcement includes: not repeating bad actions. Providing reinforcement can improve the moral development of early childhood because after being given reinforcement, children who have good moral development increasingly increase their moral development, while children who have less moral development gradually experience positive development over time after being given continuous negative reinforcement.

Parent involvement enhances CBTs for anxiety disorders in Hispanic/Latino youth: Acculturation as a moderator.

Although cognitive behavioral treatments (CBTs) are well-established evidence-based interventions for anxiety disorders in youth, there is long-standing underrepresentation of Hispanic/Latino (H/L) families in youth anxiety clinical trials research. The impact of such underrepresentation is that clinicians who work with H/L youth have minimal evidence-based guidance on best practices. The present study moves toward informing best practices for working with H/L youth with anxiety disorders by examining H/L parents' acculturation and enculturation as moderators of youth anxiety outcomes following CBTs. Two hundred eleven H/L youths ages 6-16 (M = 9.41 years, SD = 2.39 years; 43.8% female) and their parents were assigned to individual-youth CBT or one of two parent involvement CBTs: one targeted decreasing parent psychological control, the other targeted decreasing parent use of negative reinforcement. Parent acculturation and enculturation were measured at pretreatment; youth anxiety severity was measured at pretreatment, posttreatment, and 12-month follow-up evaluations. Youth anxiety outcomes were enhanced in both parent involvement CBTs compared with individual-youth CBT. Parent acculturation, but not enculturation, significantly moderated outcomes. At lower levels of parent acculturation, youth anxiety outcomes were enhanced in the parent involvement CBT that targeted negative reinforcement. At higher levels of parent acculturation, youth anxiety outcomes were enhanced in the parent involvement CBT that targeted psychological control. These findings further support the efficacy of CBTs for anxiety disorders in H/L youth and suggest guidance for tailoring parent involvement treatments based on parent acculturation levels. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Penggunaan Negative Reinforcement sebagai Model Pola Asuh dalam Meningkatkan Perilaku Disiplin Anak Usia Dini di TPQ Daarul Qur’an Wonosari

The use of Negative Reinforcement as a Model of Parenting in Improving Early Chilhood Discipline Behavior in TPQ Daarul Qur’an Wonosari Boalemo Gorontalo.The focus of this research are: (1) How is the process of using negative reinforcement as a parenting model in improving early chilhood disciplinary behavior in TPQ Daarul Qur’an Wonosari Boalemo Gorontalo? (2) What are the results of using negative reinforcement as an parenting model in improving early chilhood disciplinary in the TPQ Daarul Qur’an Wonosari Boalemo Gorontalo? To answer the problems raised in this study, researchers usedqualitative research methods, with the type of case study research. Qualitative research data were obtained through interview techniques, participant observation, and documentation.In this study is concluded that, (1) the process of using negative reinforcement through stages according to theory, using the type of avoidance and escape operant conditioning, provides negative stimuli to early chilhood so that it causes a response to children’s behavior and produces a consequence that has a lasting effect long, namely discipline.(2) The result of the use of negative reinforcement is that children begin to get used to disciplined behavior, have an orderly and directed personality.

Rein Tension Signals Elicit Different Behavioral Responses When Comparing Bitted Bridle and Halter.

When a rider maintains contact on the reins, rein tension will vary continuously in synchronicity with the horse's gait and stride. This continuous variation makes it difficult to isolate the rein tension variations that represent a rein tension signal, complicating interpretation of rein tension data from the perspective of horse-rider interaction. This study investigated (1) the characteristics of a rein tension signal and (2) horse response to a rein tension signal for backing, comparing pressure applied by a bit (bridle), or by a noseband (halter). Twenty Warmblood horses (10 young, 10 adult) wearing a rein tension meter were trained to step back in the aisle of a stable. The handler stood next to the horse's withers, applying tension on the reins until the horse stepped back. This was repeated eight times with the bridle and eight times with the halter. Data analysis was performed using mixed linear and logistic regression models. Horses displaying behaviors other than backing showed significantly increased response latency and rein tension. Inattentive behavior was significantly more common in the halter treatment and in young horses, compared with the bridle treatment and adult horses. Evasive behaviors with the head, neck, and mouth were significantly more common in the bridle treatment than in the halter treatment and the occurrence of head/neck/mouth behaviors increased with increasing rein tension and duration of the rein tension signal. When controlling for behavior, the horses responded significantly faster and to a lighter rein tension signal in the bridle treatment than in the halter treatment. By scrutinizing data on rein tension signals in relation to horse behavior and training exercise, more can be learnt about the horse's experience of the pressures applied and the timing of the release. This can assist in developing ways to evaluate rein tension in relation to correct use of negative reinforcement.

IMPLEMENTASI TEORI PELAZIMAN OPERAN SKINNER DALAM PEMBANGUNAN MODUL ROBOT M-SOLAT

The M-Solah Robot Module is a module specially developed for learning and facilitating (PdPc) solah. This module was developed based on the need to maximize mastery of the theory and practice of solah to enhance the level of practice of solah among students. The development of the module addresses the use of positive and negative reinforcement in the activities included in this module to encourage students to be actively involved in learning and facilitating (PdPc). Positive and negative reinforcement are two essential components of Skinner’s Operation Theory of Opposition. Therefore, the objective of this study was to identify the use of positive and negative reinforcement in education and to propose the implementation of the element in the development of the M-Solah Robot Module. This study was a qualitative study employing a document analysis method. The search for scientific materials such as journal articles, conference papers, theses in digital and non-digital forms was done using the keywords “positive reinforcement”, “negative reinforcement” and “Operation Theory of Skinner Operation”, “prayer” and “module”. The findings revealed that positive reinforcement could be implemented in the M-Solah Robot Module with the awarding of stars, awarding cards, honoring and praising from teachers or M-Solah Robot. Contrarily, the use of negative reinforcement could be executed with the granting of penalty cards, reprimanding, advising, giving time, and extra work during the learning and facilitating the process.

Risk Factors for Transport-Related Problem Behaviors in Horses: A New Zealand Survey.

Simple SummaryTransport-related problem behaviors (TRPBs) are unwanted behaviors exhibited by horses in one or multiple phases of transport contributing to the injury of the horses and their handlers. The aim of this study was to identify risk factors for TRPBs in support of the development of best practices that minimize their incidence, and safeguard horse and handler wellbeing. An online cross-sectional survey was designed and disseminated to New Zealand equine industry members. Respondents were asked whether one of their horses had shown TRPBs during the two previous years, and to describe their equine background and experience, the method or way in which they had trained their horses for loading and travelling, the type of aids they used for loading and the type of vehicle. At least one horse was reported as showing a TRPB by almost one out of four of respondents. The type of vehicle, of training and of aids used for loading and travelling resulted associated with TRPBs. These findings may be useful to enhance horse welfare by educating people in charge of moving horses on appropriate training methods and vehicle selection for road transportation.Transport-related problem behaviors (TRPBs) are common in horses and can cause injury to both the horses and their handlers. This study aimed to identify possible risk factors for TRPBs to inform approaches to mitigate TRPBs incidence and enhance horse welfare. An online cross-sectional survey was conducted to explore the prevalence of TRPBs and their association with human-, training- and transport management-related factors in New Zealand. The survey generated 1124 valid responses that were analyzed using descriptive statistics, and logistic regression analyses. Having at least one horse with TRPB was reported by 249/1124 (22.2%) respondents during the two previous years. Of these, 21/249 (8.4%) occurred during pre-loading, 78/249 (31.3%) during loading, 132/249 (53.0%) while travelling, and 18/249 (7.3%) during unloading. Our findings indicate that the use of negative reinforcement and positive punishment as training methods, using a whip or food for loading, and travelling in a straight load trailer/float while offering food were associated with a higher likelihood of TRPBs. Cross-sectional studies cannot determine causality and findings should be interpreted with caution, and evaluated in further experimental studies. The authors suggest that education on appropriate training methods for transport, and vehicle selection may mitigate the risk for TRPBs in horses.

Application of learning theory in horse rescues in England and Wales

In England and Wales the welfare of animals, including horses, is protected by the Animal Welfare Act 2006. Welfare agencies play a role in the investigation of equine welfare concerns and catching, containing, transporting and boarding (caring for) horses that have been rescued. Horses regularly have to be rescued in difficult circumstances from challenging and potentially dangerous environments. Equitation science uses a multi-disciplinary approach to objectively explain horse-human interactions and determine the efficacy of horse training practices and their impact on the horse. This paper reviews common horse rescue practices used by welfare agencies in the UK and evaluates them using a learning theory-based equitation science framework to determine whether they are effective, humane and safe. Due to the debilitated state many horses are found in physical health is often prioritised over psychological well-being, and the rescue process itself has the potential to negatively impact on the horse’s mental state, for example through flooding and learned helplessness. Anecdotal evidence suggests that rescue personnel may not fully understand how horses learn, particularly with regards to the use of negative reinforcement. In addition, there may be a lack of appreciation that all horse-human interactions are potentially part of a learning process that result in the horse being trained. Rescue practices may inadvertently trigger fear responses and behaviours indicative of conflict, potentially putting human safety at risk and contributing to the development of fearful, dangerous and/or unwanted learned behaviours that require re-training at a later date. Ultimately, such practices may negatively impact on the horse’s recovery and affect the charity’s ability to successfully re-home the horse. This review highlights the need for welfare agencies to continue to develop their knowledge and skills in the light of new evidence, particularly with regards to the ethology of horses, their mental abilities and how they learn. Further research is also needed to elucidate the true impact rescue practices have on both the short and long-term welfare of the horse.

The role of associative and non-associative learning in the training of horses and implications for the welfare (a review).

Horses were domesticated 6000 years ago and since then different types of approaches have been developed to enhance the horse's wellbeing and the human-horse relationship. Even though horse training is an increasingly important research area and many articles have been published on the subject, equitation is still the sport with the highest rate of human injuries, and a significant percentage of horses are sold or slaughtered due to behavioral problems. One explanation for this data is that the human-horse relationship is complex and the communication between humans and horses has not yet been accurately developed. Thus, this review addresses correct horse training based on scientific knowledge in animal learning and psychology. Specifically, it starts from the basic communication between humans and horses and then focuses on associative and non-associative learning, with many practical outcomes in horse management from the ground and under saddle. Finally, it highlights the common mistakes in the use of negative reinforcement, as well as all the implications that improper training could have on horse welfare. Increased levels of competence in horse training could be useful for equine technicians, owners, breeders, veterinarians, and scientists, in order to safeguard horse welfare, and also to reduce the number of human injuries and economic loss for civil society and the public health system.

Negative Reinforcement Reveals Non-Evoked Ongoing Pain in Mice With Tissue or Nerve Injury

Patients with chronic pain experience spontaneous or ongoing pain as well as enhanced sensitivity to evoked stimuli. Spontaneous or ongoing pain is rarely evaluated in preclinical studies. In fact, it remains controversial whether ongoing or spontaneous pain even develops in mice after tissue or nerve injury. This study tested a hypothesis that negative reinforcement can be used to unmask the presence of pain in mice with tissue or nerve injury. We found that spinal administration of clonidine or lidocaine did not elicit conditioned place preference (CPP) in uninjured or sham-operated mice. However, these agents produced CPP in mice with chronic inflammation induced by complete Freund's adjuvant (CFA) or following L5/L6 spinal nerve ligation (SNL). These data indicate the presence of non-evoked (ie, stimulus-independent) ongoing pain in mice with chronic inflammation (CFA) or following nerve injury (SNL). In addition, this study validates the use of negative reinforcement to unmask non-evoked ongoing pain in mice. Given the existence of a large collection of transgenic and knockout mice, our data show the application of this approach to elucidate molecular mechanisms underlying non-evoked pain and to contribute to drug discovery for pain. PerspectiveWe demonstrated the presence of non-evoked ongoing pain in mice with chronic inflammation or following nerve injury. The study also validates the use of negative reinforcement to unmask non-evoked pain in mice. We propose to apply this approach to identify molecular mechanisms and effective drugs for chronic pain.

An overview of the dog–human dyad and ethograms within it

This article reviews the literature on the complex and variable nature of the dog–human dyad and describes the influence of terms such as “dominance” on attitudes that humans have toward dogs. It highlights a legacy of tension between ethology and psychology and notes that some practitioners have skills with dogs that elude the best learning theorists. Despite the widespread appeal of being able to communicate with dogs as dogs do with one another, attempting to apply the intraspecific dog ethogram to human–dog and dog–human interactions may have limited scope. The balance of learning theory and ethology on our interactions with dogs is sometimes elusive but should spur the scientific community to examine skills deployed by the most effective humane practitioners. This process will demystify the so-called whispering techniques and permit discourse on the reasons some training and handling techniques are more effective, relevant, and humane than others. This article explores the mismatch between the use of nonverbal communication of 2 species and offers a framework for future studies in this domain. Technologies emerging from equitation science may help to disclose confusing interventions through the collar and lead and thus define effective and humane use of negative reinforcement. The case for a validated intraspecific and interspecific canid ethogram is also made.

Punishment in horse-training and the concept of ethical equitation

Abstract By definition, punishment makes a response less likely in the future. Because horses are largely trained by negative reinforcement, they are susceptible to inadvertent punishment. Delays in the release of pressure can make desirable responses less likely and thus punish them. This study examines the correct use of negative reinforcement and identifies a continuum between poorly timed negative reinforcement and punishment. It explores some of the problems of non-contingent punishment and the prospect of learned helplessness and experimental neurosis. It concludes by introducing the concept of ethical equitation.

ANALYSIS AND TREATMENT OF PROBLEM BEHAVIOR EVOKED BY MUSIC

The present study investigated the effects of differential negative reinforcement of other behavior (DNRO) on problem behavior evoked by music in a 7-year-old child with pervasive developmental disorder. Following an auditory stimulus assessment, DNRO was used to reduce problem behavior to near-zero levels. Results are discussed in terms of identifying establishing operations to govern treatment options and the use of negative reinforcement when arbitrarily imposed positive reinforcers do not compete with escape from auditory stimulation.

Ethics in the research context: Misinterpretations and misplaced misgivings.

Abstract The Canadian Psychological Association Code of Ethics differs from many codes of conduct that it is based on clearly-articulated Principles, Values, and Standards that constitute a best practice model, rather than on rules, regulations, and proscriptions/prescriptions (or a worst practice model). Our approach to ethical conduct issues can be seen to have extended beyond our discipline into the other social sciences, the other natural sciences, and the other biological/biomedical sciences -- the arenas of research, if not also other areas of practice. In order to bring about changes it is often useful to have external references and standards that have been approved by professional bodies, but documents, themselves, are no guarantee that changes will occur practice. Although 137 of the 153 Standards articulated our Code relate to the conduct of research with human participants, it appears that there may be some confusion about how these Standards might be operationalized the research context. The conduct of research is a social endeavour that is embedded a number of social contexts described this article. Conducting research with humans fact establishes a social relationship with participants, a relationship that requires respect for the dignity and welfare of others. An elaboration on what relationships may mean the context of psychological research is provided to assist the operationalization of this Principle and the examination of the values and motivations underlying our research culture.The primary thesis of this article is that the 1991 Canadian Code of Ethics for Psychologists has the potential for making a significant contribution to changing the research culture a way that will maximize the well-being of everyone involved. Instrumental this process is CPA's proactive focus on Values and Principles, rather than merely on designed to minimize harm. Fundamental to this process is an understanding of what the Principle of Integrity Relationships means the research context. The implications of the evolving culture for ethical research are addressed more fully below.BackgroundIn the period following World War II there was an increased awareness of the potential for abuse research involving humans. In the 1947 Nuremberg Code, developed response to the atrocities perpetrated in the name of science, research with human participants was finally constrained within both ethical and legal limits (Tri-Council Working Group on Ethics, 1996). Even two decades after Nuremberg, however, it was not uncommon to find universities paying more attention to the conduct of research with laboratory animals than to research conducted with human animals(f.1).Psychologists have not always been the forefront of movements to enhance the integrity with which human participants are treated the research context. The so-called Crisis Social Psychology of the 1970s, following on the heels of the Golden Age of research this area, was based -- part -- on objections to the mistreatment of participants psychological research. However, psychologists have responded to justified critiques, both with reactions to prevent the recurrence of unacceptable conduct and with more proactive policies and standards.Approaches To Ethics: Rules Vs. GuidelinesAs noted elsewhere, Professional and research codes of ethics have tended to place major emphasis on of behaviour, often with minimal bottom line Do Nots and Dos frequently accompanied by (p)rocedures for adjudicating complaints and for imposing on those who are guilty of violations (Stark[-Adamec] & Pettifor, 1995, p. A3). This rules and sanctions approach can be problematic that: tend to proliferate as a function of the virtual impossibility of covering every conceivable situation that a researcher may encounter; the use of negative reinforcement may be less effective modifying and maintaining prosocial behaviour than it may be inducing strategies to circumvent the rules; and fear of detection of these transgressions can, turn, escalate the rule-bending/-breaking. …

USE OF NEGATIVE REINFORCEMENT IN THE TREATMENT OF SELF‐INJURIOUS BEHAVIOR

Behavioral assessment procedures were used to determine the maintaining conditions of self-injury exhibited by 2 children with severe multiple handicaps. For both children, negative reinforcement (escape from grooming activities) was determined to be the maintaining reinforcer for self-injury (hand/arm biting) within an alternating treatments design. The treatment packages involved the use of negative reinforcement (brief escape from grooming activities) contingent upon a behavior that was incompatible with self-injury (reaching and pressing a microswitch that activated a pre-recorded message of "stop"). Treatment was evaluated with a reversal design for 1 child and with a multiple baseline across grooming activities for the 2nd child. The treatment led to a marked decrease in self-injury for both children. At follow-up, high rates of self-injury were reported for the 1st child, but low rates of self-injury and an increase in task-related appropriate behavior were observed for the 2nd child.

Reasons adduced by high school students for not using drugs

This investigation attempted to identify some of the reasons why high school students might decide not to use drugs. Previous research on the practices, attitudes and psychological correlates of drug use have provided us with abundant information as to the “whys” of drug abuse among students [ 1 - 31. While a good knowledge of the reasons some students abuse drugs is pertinent to clearer understanding and subsequent amelioration of the problem, the reasons some others reject this behaviour are equally, if not more, important. A knowledge of the reasons why some students use drugs without a corresponding knowledge of why some do not would predispose instructional methodology in drug education toward the application of negative reinforcement. That is, knowing well the reasons some students abuse drugs, the teacher will be better able and ready to point to the dangers of these behaviours. The teacher would hope that a knowledge of these dangers would act as a deterrent. On the other hand, a corresponding knowledge of the reasons why some students reject the use of drugs will allow for positive reinforcement. That is, the teacher then can emphasize the benefits of adopting these behaviours and would be using positive reinforcement in influencing students’ behaviour relative to drug use and abuse [ 41. The use of negative reinforcement in the classroom can quickly degenerate to scare tactics which would neither help the students nor the course of education.

TEACHING STYLES IN FOUR-YEAR-OLDS

It was hypothesized that middle-class Caucasian children would spontaneously use more positive reinforcements and lower-class children more negative reinforcements when interacting with peers. Data bearing on this hypothesis were obtained by having 4-year-old boys and girls of different race and social-class backgrounds instruct 3-year-olds of the same social class and race. The prediction for positive reinforcement was confirmed for middleclass Caucasians. While lower-class children did make greater use of negative reinforcement, for most of the social-class comparisons, the differences were not statistically significant. Middle-class Negro children displayed the least number of reinforcements, positive or negative, of all the groups.