scholarly journals Is superstitious behavior more easily acquired by negative reinforcement schedules than positive reinforcement schedules? Examinations of the polarity and the duration of a consequence

2014 ◽  
Vol 84 (6) ◽  
pp. 625-631
Author(s):  
Mayuko Hori ◽  
Keitaro Numata ◽  
Sadahiko Nakajima
1963 ◽  
Vol 12 (3) ◽  
pp. 883-897 ◽  
Author(s):  
Vera T. Kanareff ◽  
John T. Lanzetta

An attempt was made to extend the generality of an earlier finding that a model's emotional reactions can function as effective “social” reinforcers. The effects of two partial social reinforcement schedules on the level of imitation were examined both in isolation and in conjunction with a task reinforcement. The two social reinforcement schedules, a constant probability of a negative reinforcement for imitation and an increasing probability of a negative reinforcement for imitation were incongruent with the task reinforcement schedule in which the probability of a positive reinforcement for imitation was .8. Ss predicted whether a red or green light would be illuminated after being informed of the prediction allegedly made by a partner. For half the Ss the event to be predicted was actually seen, along with the presentation of a GSR reading purportedly reflecting the emotional state of the partner, immediately after each prediction. Only the GSR readings were presented at that time for the remaining Ss, the events to be predicted supposedly occurring on a machine in another room. As predicted, a significantly higher level of imitation was obtained under a .8 task reinforcement for imitation than in the absence of task reinforcement. The expected generalization failed to occur, however. Since many of the previous situational conditions had been simultaneously altered for the present study, it was impossible to determine which of the changes was critical. Examination of relevant literature concerning the effects of these variables failed to clarify the situation. Another inexplicable finding was the incongruity between Ss' behavior while performing the experimental task and their subsequent behavior in completing questionnaires. It was suggested that individual differences in social responsiveness, in part determined by personality variables, might account for the difficulties in controlling imitation and opposition with social reinforcers.


2009 ◽  
Vol 40 (3) ◽  
pp. 433-440 ◽  
Author(s):  
H. W. Chase ◽  
M. J. Frank ◽  
A. Michael ◽  
E. T. Bullmore ◽  
B. J. Sahakian ◽  
...  

BackgroundCentral to understanding of the behavioural consequences of depression has been the theory that the disorder is accompanied by an increased sensitivity to negative compared with positive reinforcement (negative bias), whereas other theorists have emphasized a global reduction in sensitivity to reinforcement in depression (blunting).MethodIn this study, we used a probabilistic selection task that was designed to examine independently rates of learning to predict both positive and negative reinforcement. Twenty-three depressed out-patients and 23 healthy controls from the local population participated in the study.ResultsNo evidence for a negative bias was observed on the task, either during acquisition of the task or during generalization of the learned information. Depressed patients responded slower on the task than controls but showed a similar modulation of reaction times (RTs) as controls following reinforcement. Evidence for blunting was observed on the training phase, as reflected in reduced trial-by-trial adjustment during this phase. However, this effect was related specifically to the severity of anhedonia, as measured by the Snaith–Hamilton Pleasure Scale (SHAPS), and was independent of overall depression severity.ConclusionsWe argue that the observation of a negative bias or blunting in a group of depressed patients may be dependent on the neuropsychological task and the symptoms of the patients tested. Our results provide insight into how these theories might be further tested.


Majority of smokers who begin smoking as adolescents are at risk for developing smoking patterns. Misperception has contributed that smokers underestimate the risks related with smoking. The aim of this study was to identify the gender differences in adolescents’ perception about smokers based on four factors. A total of 863 respondents consist of 302 male (age 21.2 ± 0.56 year) and 562 female (age 20.9 ± 0.66 year) were participated in this study. They were asked to complete a Short-Form Smoking Consequences Questionnaire (S-SCQ) in this study. The result showed female adolescence reported significantly higher discontentment rate (negative perception) for smoking compared to male. There are all four factors were affected on smoking perception relative gender included negative consequence (z=-6.321, p<0.0001), positive reinforcement (z=- 8.110, p<0.0001), negative reinforcement (z=-7.584, p<0.0001) and appetite-weight control factor (z=-6.142, p<0.0001). Female tend to have negative perception on smoking behavior compared to male that encourage the higher number of male smoker than female adolescents. In conclusion, misconceptions about the consequence and reinforcement regarding smoking are widespread among adolescent under this study. Hence, significant public anti-smoking is vital to redress these misperceptions


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Rachel A. Casey ◽  
Maria Naj-Oleari ◽  
Sarah Campbell ◽  
Michael Mendl ◽  
Emily J. Blackwell

AbstractDomestic dogs are trained using a range of different methods, broadly categorised as reward based (positive reinforcement/negative punishment) and aversive based (positive punishment/negative reinforcement). Previous research has suggested associations between use of positive punishment-based techniques and undesired behaviours, but there is little research investigating the relative welfare consequences of these different approaches. This study used a judgement bias task to compare the underlying mood state of dogs whose owners reported using two or more positive punishment/negative reinforcement based techniques, with those trained using only positive reinforcement/negative punishment in a matched pair study design. Dogs were trained to discriminate between rewarded and unrewarded locations equidistant from a start box, and mean latencies recorded. Their subsequent latency to intermediate ‘ambiguous’ locations was recorded as an indication of whether these were perceived as likely to contain food or not. Dogs trained using aversive methods were slower to all ambiguous locations. This difference was significant for latency to the middle (Wilcoxon Z = − 2.380, P = 0.017), and near positive (Wilcoxon Z = − 2.447, P = 0.014) locations, suggesting that dogs trained using coercive methods may have a more negative mood state, and hence that there are welfare implications of training dogs using such methods.


BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.


Author(s):  
Radhiyatul Jamilah ◽  
Ray Suryadi

The research aimed to analyze the student’s learning behavior in isolated school it was conducted in a qualitative approach in SMPN SatapTojabi, Babussalam, Lasusua Sub District, North Kolaka District, South east Sulawesi it was one of the isolated schools in North KolakaDistric, located on the mountain it was about eight kilometers from the level of land with no electricity, people still used solar power for doing an activity related to electricity. The subject was the third grade students in the academic year 2019 – 2020 with 14 students. The data was collected by using observation and interview. The result showed that they gave various behaviors, some of them were diligent, obedient, and polite some of them were lazy, always messing about, and denying. By giving positive reinforcement students were not eager to get the reward even though the teacher promised a special reward some of them were still not change the behaviors. These behavior such as did not do the homework on time, messing about when their friends start to work, do not come at class on time, and keep the class noisy. While by giving negative reinforcement some students still much less discipline and less concern about their education.


1999 ◽  
Vol 16 (2) ◽  
pp. 79-88 ◽  
Author(s):  
Murray Sidman

AbstractCoercion is defined as the control of behaviour through (a) punishment or the threat of punishment, or (b) negative reinforcement — the removal of punishment. The question under discussion is whether coercion is an effective and a desirable basis for applied behaviour analysis, particularly in educational settings. Because coercive control has always been characteristic of society in general, the problem requires consideration of all facets of our culture. Behaviour analysts who use or recommend coercive techniques of therapy, behaviour modification, teaching, parenting, and so on, must be viewed in that context. In many areas of society, the practice of coercion has been refined and perfected to an extent that applied behaviour analysis has never approached. Applied behavioural research therefore contributes nothing new when it applies coercive methodology. Also, coercion produces side effects that may be even less desirable than the original problem behaviour. The occasional need to use coercion to deal with emergencies does not justify the advocacy of coercion as a principle of therapy. What basic and applied behaviour analysts can offer that is new and constructive are positive reinforcement techniques for teaching new behaviour and stimulus-control techniques for establishing cognitive repertoires.


2020 ◽  
Vol 29 (2) ◽  
pp. 116-118
Author(s):  
C. Michael Nelson ◽  
James M. Kauffman

In this commentary on the Beyond Behavior special issue: In Support of Positive Reinforcement, the authors ask the question of why myths and misinformation related to positive reinforcement exist. They assert that the principle of negative reinforcement may be one reason. The authors also exhort educators to use the science of behavior analysis as a means to increase the use of positive reinforcement in schools.


1987 ◽  
Vol 58 (5) ◽  
pp. 1123-1148 ◽  
Author(s):  
K. Nakamura ◽  
T. Ono ◽  
R. Tamura

1. Unit activity in the lateral hypothalamus (LHA) of the rat was recorded during discrimination learning of cue-tone stimuli (CTS) predicting glucose (CTS1+) or intracranial self-stimulation (ICSS) (CTS2+) as positive reinforcement or electric shock (CTS1-) or tail pinch (CTS2-) as negative reinforcement. The same action, licking, was used as the behavioral response to all stimuli. Procaine hydrochloride, a local anesthetic, was microinjected into the ventral tegmental area (VTA) and the amygdala (AM). LHA neuron responses and licking were analyzed to investigate the afferent input pathway(s) responsible for LHA neural responses to conditioning CTSs in positive reinforcement and to identify the central site involved in CTS learning. Although the animals were restrained, there was no respiratory, cardiac rate, or blood pressure evidence of stress. The headholder was specially designed in our laboratory to avoid pain or discomfort to the animal. The subjects would often, after the first few sessions, voluntarily enter into position in the apparatus, presumably to obtain the reward available during the experiments. 2. In positive reinforcement, a rat was rewarded by 5 microliters of glucose or ICSS when it licked a spout. The rat licked for glucose after CTS1+ or for ICSS after CTS2+. In negative reinforcement, an aversive stimulus, either electric shock or tail pinch, was applied if the rat did not lick the spout. The electric shock and tail pinch were maintained weak enough to produce an avoidance ratio less than 20-30%, averaged in all trials. The rat licked to avoid electric shock after CTS1- or tail pinch after CTS2-. 3. Of 271 LHA neurons analyzed, 202 (74.5%) responded to either or both rewarding and aversive stimuli. The number of neurons that responded to only rewarding stimuli was relatively large (105/271), and the number that responded similarly to both rewarding and aversive stimuli was small (29/271). The effects of both glucose and ICSS, and the effects of both electric shock and tail pinch, were usually similar in neurons analyzed for both rewarding and aversive stimulation. Of 271 neurons, 173 responded differentially to rewarding and aversive stimuli. 4. Neural and behavioral responses were recorded before, during, and after local anesthesia of the VTA in 15 rats and of the AM in 14 rats. Injections of 0.3-0.8 microliters of 5% procaine hydrochloride or 0.9% saline were made at a rate of 0.3 microliters/min through guide cannulae chronically implanted in the VTA and AM, ipsilateral to the recording and ICSS sites in 29 rats that self-stimulated.(ABSTRACT TRUNCATED AT 250 WORDS)


2016 ◽  
Vol 8 (2) ◽  
pp. 229-238 ◽  
Author(s):  
Lane Beckes ◽  
Kailey Simons ◽  
Danielle Lewis ◽  
Anthony Le ◽  
Weston Edwards

Much is unknown about adult attachment style formation. We investigate whether negative reinforcement schedules promote hallmark features of secure and anxious attachment styles in a shock threat support-seeking paradigm. Participants ostensibly asked for help from another participant seated in another room. Each time a shock threat signal appeared they were to press a button to indicate their need for help. The supporter could then stop the imminent shock. The reliability of the supporters was varied such that some supporters were consistent (continuous reinforcement) whereas others were inconsistent (variable ratio reinforcement). Results indicated that inconsistently responsive others, reinforcing on a variable ratio schedule, led to heightened approach-related attentional biases toward the supporter, measured by event-related potentials, increased positive attachment associations with the supporter, implicitly measured via a lexical decision task, and more negative explicit evaluations of the supporter.


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