Reinforcement Magnitude and Response Rate
Original research is detailed within this document about the correlation between reinforcement magnitude and response rate. Literature indicates there is a positive correlation between these two phenomena, which served as the hypothesis for this experiment. Participants were randomly assigned colored tokens that correlated to amounts of candy for correctly stringing together beads. The results indicate that the more candy they were given (which functioned in this study as research magnitude), the longer more prolonged their response rate was -- because they opted to continue with the clinical trials. These results served to underscore the fact that there is a causal relationship between reinforcement magnitude and response rate consistent with literature on this topic.
INTRODUCTION
This paper will explore the phenomenon of reinforcer magnitude on response rate. It is attempting to determine if there is a correlation between the magnitude of reinforcement and the rate of response of participants. Moreover, it is seeking to ascertain the nature of that relationship and determine if the stronger the magnitude of a reinforce, the longer the response rate of participants will be. Such a relationship would be causal in nature.
The primary learning principle studied in this research paper is the magnitude of reinforcers. There is an abundance of research that indicates that reinforcers are effective mechanisms for learning or for participant participation. Reinforcers are a means of emphasizing a certain type of behavior. They can include either rewards or deterrents such as punishments. The other primary concept examined within this document is response rate.
For the purpose of this paper response rate is determined by the length of time that a subject is willing to respond to instructions or a call to a particular type of behavior. The author of this document seeks to determine if response rate can be influenced by reinforcers and the specific magnitude of those reinforcers. As previously mentioned, there is a bevy of research that demonstrates that there is a correlation between the magnitude of reinforcers and responses. However, the majority of this research pertains to reinforcer magnitude and response rate.
METHODS
This research study relied on a series of clinical research trials that provided evidence that was largely quantitative in nature. The basis of that trial was having participants string beads together. The number of beads that they were able to string together were utilized to determine the response rate of the participants. The reinforcer magnitude analyzed was candy, which was given to the participants based on how many beads they were able to string together.
Participants
The sample for the participants was young...
Computer programming also allows the student unlimited control of stimulus presentations. Computer-based reinforcers can also immediately follow responses. And computers allow concurrent or "cooperative" use (Goldsmith & LeBlanc). Virtual Reality This creates a three-dimensional, computer-generate environment, where people can behave and interact (Goldsmith & LeBlacn 2004). It has been shown effective in treating phobias, burn pain during wound care as adjunct therapy; self-mastery of wheelchair use by children with cerebral palsy;
The findings indicated that the game was effective in simultaneously decreasing a variety of inappropriate behaviors including inappropriate verbalizations, touching, negative comments cursing and drumming. The Good Student Game was also found to be an effective classroom management tool for meeting the needs of today's diverse classrooms by Allison E. Babyak, Gayle J. Luze, and Debra M. Kamps (2000). The game was applied to three classrooms composed of student with
Clinical Trial of Tailored Activity and Eating Newsletter With Older Rural Women Does the report describe an explicit theoretical or conceptual framework for the study? If not, does the absence of a framework detract from the usefulness or significance of the research? The study uses the Health Promotion Model (HPM) as the primary theoretical model for the study. The study provided the model for the intervention that was used as the dependent
Health Behavior The "Theories At A Glance" manual discussed a variety of healthy behaviors. Select two theories that can be used to explain why people behave the way they do. Discuss the basic premise and constructs of the theories you choose. Cite two examples of how each theory could be used to explain a health behavior. Theory of Planned Behavior (TPB) The relationship that exists between behavior and attitudes, beliefs and intention
Managing Behaviors & Teaching Social Skills Antisocial behavior in schools in on the rise and has become a concern in school systems, from both a learning perspective and from a safety perspective, as well. Previously, schools have dealt with such behaviors using punitive measures such as expulsion, or even law enforcement measures to attempt to discourage youth from behaving in an undesirable manner. These programs have had little or no effect
This claim is supported by other researchers cited in the work including Albin, Lucyshyn, Horner, & Flannery (1996). The applied behavioral and positive behavior approach developed by Symon considers individual and family needs for patients with autism as part of the larger system and factors that might influence a child's behaviors, in order to develop more comprehensive support interventions. The author supports use of applied behavioral analysis procedures where parents would
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now