Self-Reward and External Reward: Methodological Considerations and Contingency Instructions

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1103-1110
Author(s):  
Frederick J. Tirrell ◽  
Michael K. Mount ◽  
Norman A. Scott
Keyword(s):  
Performance Feedback ◽  
Reading Speed ◽  
The Self ◽  
Control Group ◽  
Speed Reading ◽  
Low Probability ◽  
External Reward ◽  
Methodological Considerations ◽  
Informed Group

In light of inconsistent procedures and results found in past studies comparing self-reward and external reward, the present study examined the dimensions of self-reward as a self-controlling response and the role of contingency instructions in external reward. Four groups of 10 subjects each who had indicated interest in increasing their reading speed repeatedly practiced a 1-min. speed reading exercise. Subjects in the self-reward group engaged in low probability behaviors which involved persistence and goal-oriented behaviors; and the reward used freely available stimuli which were self-selected, self-managed, and self-administered. The externally rewarded and contingency-informed group increased reading speed more than all other treatments. The self-rewarded group was marginally greater than an externally rewarded and contingency uninformed group and a performance feedback control group. No difference was found between the control group and the externally rewarded and contingency-uninformed group.

scholarly journals The Effectiveness of Speed Reading Technique in Improving Students’ Reading Comprehension at Fourth Semesters of English Department

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Mohammad Arief Wahyudi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Reading Speed ◽  
Control Group ◽  
English Department ◽  
Speed Reading ◽  
Reading Technique ◽  
Experimental Group

The purpose of the study is to know the effectiveness of Speed Reading Technique in improving the Reading Comprehension of the Fourth Semester students of English Department of STKIP PGRI Bangkalan. This study used Quantitative research. The result of reading speed was the experimental group higher than control group using posttest. The conclusion is the English Department students of STKIP PGRI Bangkalan could use Speed Reading Technique in improving reading comprehension.

Self-Esteem at School and Self-Handicapping in Childhood: Comparison of Groups with Learning Disabilities

2012 ◽  
Vol 111 (3) ◽  
pp. 952-962 ◽  
Author(s):  
Marianna Alesi ◽  
Gaetano Rappo ◽  
Annamaria Pepi
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Difficulties ◽  
Self Esteem ◽  
The Self ◽  
Control Group ◽  
Assessment Of Learning ◽  
Adults And Children ◽  
Grade 3

Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

scholarly journals The Role of Self-assessment Guide on Improving Iranian EFL Learners’ Writing: The Portfolio Approach

2018 ◽  
Vol 7 (6) ◽  
pp. 192
Author(s):  
Farnaz Sahebkheir
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Student Centered ◽  
Writing Skill ◽  
Efl Students ◽  
Experimental Group

Writing skill is one of the most difficult skills to be taught. Teachers try to find new ways to teach it especially via student-centered approaches. Self-assessment portfolio can be one of these learner-centered methods for improving learners writing skill. This study aims to investigate the effect of self-assessment portfolio on Iranian EFL students’ writing production. Two groups were selected through a KET test and they were randomly assigned as a control and an experimental group. The experimental group had to use a self-assessment guide and completed their writing tasks. They reflected and critically analyzed their own writing using the Self-assessment Guide. While the control group did not receive the self-assessment guide and they just received teacher written error correction for their writing tasks. They either did not analyze their written product critically. The experimental group outperformed the control group and the differences were statistically significant. Students in the experimental group engaged in constant critical thinking and developed a strong sense of responsibility for their learning. It can be concluded that teachers should engage their students in self-assessment portfolio to encourage more critical thinking and self-regulation.

scholarly journals The role of performance feedback on the self-efficacy–performance relationship.

2016 ◽  
Vol 5 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Stuart Beattie ◽  
Tim Woodman ◽  
Mohammed Fakehy ◽  
Chelsey Dempsey
Keyword(s):  
Performance Feedback ◽  
Self Efficacy ◽  
The Self

The Effect of Speed Reading to the Students’ Ability in Extensive Reading on Semester III at FKIP UHN Pematangsiantar

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Bertaria Sohnata Hutauruk
Keyword(s):  
Quantitative Research ◽  
Reading Speed ◽  
Choice Test ◽  
Control Group ◽  
Extensive Reading ◽  
Speed Reading ◽  
Reading Technique ◽  
Comprehension Ability ◽  
Group D ◽  
Academic Year

<span lang="IN">This research aims to determine the effect of applying the effect of speed reading technique on the students’ ability in reading speed in extensive reading on semester III at FKIP UHN Pematangsintar. The method used in this research was quantitative research design. The population of this research is the students on semester III at FKIP UHN Pematangsiantar academic year of 2018/2019. Population of this research are 210 students. Sample of this research are two classes which are divided into control (group D) and experimental class (group E). The research instrument in the form of multiple choice test. There are 10 questions. After the data had been analyzed, the researcher concludes that the effect of speed reading technique on the students’ ability in comprehending a text was high. It was found that the value of t-test &gt; t-table (1, 96 &gt; 1, 67). It means that the use of speed reading technique on the students’ ability in comprehending a text is significant effective. Based on the result, it can be seen that the students’ reading comprehension ability increases. They can understand the passages easier and efficiently. Moreover, the students are not bored in learning English since the technique used. They can get maximum result with minimum effort</span><span>.</span>

Effect of Social Context on the Impact of Coping Self-Statements

1983 ◽  
Vol 52 (2) ◽  
pp. 391-401 ◽  
Author(s):  
Robert D. Zettle ◽  
Steven C. Hayes
Keyword(s):  
Social Context ◽  
The Self ◽  
Self Report ◽  
Control Group ◽  
Behavioral Measures ◽  
Social Contingencies ◽  
Context Group ◽  
The Social ◽  
The Impact

The present study was designed to evaluate the role of a social context in the impact of coping self-statements. It was hypothesized that the control which coping self-statements exert over anxiety-related behaviors would vary to the extent that the self-statements are socially accessible. Speech-anxious college students were randomly assigned to either a control group or to one of two experimental groups. Control subjects received no coping self-statements while subjects in both experimental groups selected the same coping self-statement. The two experimental groups differed only in whether the coping self-statement was apparently known to the experimenter. On self-report measures, only the social-context group showed improvement over those of the other two groups. The only difference among the groups on behavioral measures indicated that subjects in the social-context group had followed the coping statement by talking more slowly. The results were interpreted as possibly a function of the social contingencies established by public statements.

Tryptophan-Niacin Metabolism in Rat with Puromycin Aminonucleoside-Induced Nephrosis

2006 ◽  
Vol 76 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Yukari Egashira ◽  
Shin Nagaki ◽  
Hiroo Sanada
Keyword(s):  
Body Weight ◽  
Urinary Excretion ◽  
Enzyme Activities ◽  
Treated Group ◽  
Control Group ◽  
Puromycin Aminonucleoside ◽  
Low Level ◽  
Key Enzyme

We investigated the change of tryptophan-niacin metabolism in rats with puromycin aminonucleoside PAN-induced nephrosis, the mechanisms responsible for their change of urinary excretion of nicotinamide and its metabolites, and the role of the kidney in tryptophan-niacin conversion. PAN-treated rats were intraperitoneally injected once with a 1.0% (w/v) solution of PAN at a dose of 100 mg/kg body weight. The collection of 24-hour urine was conducted 8 days after PAN injection. Daily urinary excretion of nicotinamide and its metabolites, liver and blood NAD, and key enzyme activities of tryptophan-niacin metabolism were determined. In PAN-treated rats, the sum of urinary excretion of nicotinamide and its metabolites was significantly lower compared with controls. The kidneyα-amino-β-carboxymuconate-ε-semialdehyde decarboxylase (ACMSD) activity in the PAN-treated group was significantly decreased by 50%, compared with the control group. Although kidney ACMSD activity was reduced, the conversion of tryptophan to niacin tended to be lower in the PAN-treated rats. A decrease in urinary excretion of niacin and the conversion of tryptophan to niacin in nephrotic rats may contribute to a low level of blood tryptophan. The role of kidney ACMSD activity may be minimal concerning tryptophan-niacin conversion under this experimental condition.

Maternal Perception of Infants’ Expressions of Emotion

2010 ◽  
Vol 24 (3) ◽  
pp. 173-185 ◽  
Author(s):  
Martin Krippl ◽  
Stephanie Ast-Scheitenberger ◽  
Ina Bovenschen ◽  
Gottfried Spangler
Keyword(s):  
Response Pattern ◽  
Electrodermal Activity ◽  
Startle Amplitude ◽  
Caregiving System ◽  
Parental Caregiving ◽  
Opponent Process ◽  
Opponent Process Theory ◽  
Valence And Arousal ◽  
Methodological Considerations

In light of Lang’s differentiation of the aversive and the approach system – and assumptions stemming from attachment theory – this study investigates the role of the approach or caregiving system for processing infant emotional stimuli by comparing IAPS pictures, infant pictures, and videos. IAPS pictures, infant pictures, and infant videos of positive, neutral, or negative content were presented to 69 mothers, accompanied by randomized startle probes. The assessment of emotional responses included subjective ratings of valence and arousal, corrugator activity, the startle amplitude, and electrodermal activity. In line with Lang’s original conception, the typical startle response pattern was found for IAPS pictures, whereas no startle modulation was observed for infant pictures. Moreover, the startle amplitudes during negative video scenes depicting crying infants were reduced. The results are discussed with respect to several theoretical and methodological considerations, including Lang’s theory, emotion regulation, opponent process theory, and the parental caregiving system.

Challenges of Fear Conditioning Research in the Age of RDoC

2017 ◽  
Vol 225 (3) ◽  
pp. 189-199 ◽  
Author(s):  
Tina B. Lonsdorf ◽  
Jan Richter
Keyword(s):  
Fear Conditioning ◽  
Clinical Diagnosis ◽  
Research Domain Criteria ◽  
Major Focus ◽  
The Future ◽  
Definition Of ◽  
Methodological Considerations ◽  
Research Domain

Abstract. As the criticism of the definition of the phenotype (i.e., clinical diagnosis) represents the major focus of the Research Domain Criteria (RDoC) initiative, it is somewhat surprising that discussions have not yet focused more on specific conceptual and procedural considerations of the suggested RDoC constructs, sub-constructs, and associated paradigms. We argue that we need more precise thinking as well as a conceptual and methodological discussion of RDoC domains and constructs, their interrelationships as well as their experimental operationalization and nomenclature. The present work is intended to start such a debate using fear conditioning as an example. Thereby, we aim to provide thought-provoking impulses on the role of fear conditioning in the age of RDoC as well as conceptual and methodological considerations and suggestions to guide RDoC-based fear conditioning research in the future.

Sign in / Sign up

Export Citation Format

Share Document