Applications of the Premack Principle: A Review of the Literature

Herrod, Jessica L.; Snyder, Sara Kathryn; Hart, Joseph B.; Frantz, Sarah J.; Ayres, Kevin M.

doi:10.1177/01454455221085249

Cited by 6 publications

(7 citation statements)

References 65 publications

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“…Intrinsic motivation is likely responsible for human learning across the entire lifespan-not just in externally mandated school years [77]. However, because "Grandma's Law" is based on the behaviorist Premack Principle [5] and operates on extrinsic reward (i.e., you get this when you do that), it presents a slippery motivation slope in gamification use. Gamification systems frequently include extrinsic rewards, such as leaderboards, achievements, badges, adding points, and reaching levels.…”

Section: "Grandma's Law" and Beliefs: Bridges And Barriers To Gamific...mentioning

confidence: 99%

“…), one line in the tune serves as a psychological The song's catchy admonition stems from a familiar parental technique employed to coax children into eating the nutritionally dense elements of their meal by dangling dessert, the less nutritious-but perhaps tastier-food, as a reward. Known informally in psychology as "Grandma's Law," this behavioral modification practice follows the Premack principle [5]. The principle, developed by psychologist David Premack in 1965, states that "any Response A can reinforce any other Response B if the independent rate of A is greater than the independent rate of B" [5].…”

Section: Introductionmentioning

confidence: 99%

“…Known informally in psychology as "Grandma's Law," this behavioral modification practice follows the Premack principle [5]. The principle, developed by psychologist David Premack in 1965, states that "any Response A can reinforce any other Response B if the independent rate of A is greater than the independent rate of B" [5]. In other words, high-probability behavior is a tool to negotiate lower-probability behavior.…”

Section: Introductionmentioning

confidence: 99%

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Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Serice

2023

ACRT

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The mind, brain, body, and environment are inextricably interconnected. In the field of education, this neuropsychologically-backed claim suggests that to optimize learners’ (1) educational experiences, (2) retention of knowledge, and (3) creative use and application of knowledge beyond the classroom walls, teaching practices in all content areas must align with all parts of what makes us human. Unlike hardwired computers, our neuroplastic brains change with environmental interactions via our bodies. This article examines technology as an extension of cognition, where gamification emerges as a fundamental rather than supplemental tool for educators to co-construct knowledge with students. Gamification supports student learning and holistic well-being when considering affective, social, and motoric entanglements with cognitive processes. This article creatively employs five neuroscientific “prisms” to support and explain this humanistic claim. When synthesized, these refracted dimensions provide a framework for thinking about how, why, and when gamification functions as a valuable 21st-century educational tool.

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Section: "Grandma's Law" and Beliefs: Bridges And Barriers To Gamific...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Serice

2023

ACRT

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“…The Premack principle liberated psychologists from the grip of stimulus views of reinforcement and views of reinforcement rooted in biological needs and drives. Moreover, the Premack principle provided a convenient tool for the application of instrumental conditioning procedures in a variety of educational settings, including homes, classrooms, psychiatric hospitals, institutions that serve individuals with developmental disabilities, and correctional institutions (Danaher, 1974;Herrod et al, 2023).…”

Section: The Premack Principlementioning

confidence: 99%

Theories of reinforcement.

Domjan¹,

Delamater²

2023

The Essentials of Conditioning and Learning (5th Ed.).

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D id you know that• reinforcers need not reduce a biological drive or need?• responses, as well as stimuli, can serve as reinforcers?• instrumental conditioning procedures not only increase the rate of the instrumental response, they also decrease the rate of the reinforcing response?• instrumental conditioning procedures restrict how an organism distributes its behavior among its response alternatives?• reinforcement effects are a by-product of the new response choices an organism makes when its activities are constrained by an instrumental conditioning procedure?• the effect of an instrumental conditioning procedure depends on all the activities of a participant and how these activities are organized? An important factor is the availability of substitutes for the reinforcer activity.• behavioral economics developed from efforts to use economic concepts to gain a better understanding of how instrumental conditioning procedures cause a redistribution of behavior among possible response options?In Chapter 8, we discussed various types of instrumental conditioning procedures and their behavioral outcomes. There is no doubt that reinforcement

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“…The advantage of Timberlake's tenet over Premack's principle and the motivating operation is that it is formalized in Equations 1 and 2 and can make predictions not just about the direction of behavior change but also about the size of behavior change. Premack's principle and the motivating operations concept lack these advantages, and while there are standards for measuring high and low probability behaviors, these measures are rarely taken (Herrod et al, 2022).…”

Section: Figurementioning

confidence: 99%

Disequilibrium as Determinant of Reinforcement and Punishment Effects: A Replication

Jacobs¹,

King²,

Dowdy³

2022

Preprint

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A replication of Heth and Warren (1978) was conducted to test their experimental paradigm for the study of response disequilibrium theory. Sixteen undergraduate participants listened to audio and viewed video over three periods: (1) in baseline, (2) during a response deficit or response excess contingency, and (3) in a return to baseline. A between group analysis showed that a contingent deficit in audio increased instrumental video activity (M = 158.53, SD = 7.65) compared to a contingent excess in audio that decreased instrumental video activity (M = 56.27, SD = 2.26; t = 25.57, p = 0.003). Within participant exceptions were shown to be due to the size of disequilibrium, which was proportional to the magnitude of changes in instrumental performance (r = 0.98, p < 0.001). These results provide more evidence in support of the theory that instrumental performance is determined by conditions of disequilibrium and not something else (e.g., probability-differentials or motivating operations). Limitations of the current research are discussed along with a proposal to supplant Premack’s principle with an empirically testable principle referred to as Timberlake’s tenet.

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Applications of the Premack Principle: A Review of the Literature

Cited by 6 publications

References 65 publications

Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Theories of reinforcement.

Disequilibrium as Determinant of Reinforcement and Punishment Effects: A Replication

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