Negative effects of positive reinforcement

Perone, Michael

doi:10.1007/bf03392064

Cited by 107 publications

(153 citation statements)

References 17 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We should note, however, that even reinforcement-based approaches also contain elements of aversive control. Perone (2003) suggested that positive reinforcement Bmay also be regarded as an escape from relatively aversive conditions^(p. 7). He describes a study conducted by Jwaideh and Mulvaney (1976) and work from his own lab (e.g., Perone and Courtney 1992) in which stimuli associated with schedules of positive reinforcement (here, the contingent delivery of food) suppressed responding.…”

Section: Behavior Analysis and Moralitymentioning

confidence: 99%

The Bonobo and the Behaviorist: Frans de Waal’s Bottom-Up Morality

Diller

Boornazian

2015

BEHAV ANALYST

View full text Add to dashboard Cite

This review considers Frans de Waal's The Bonobo and the Atheist: In Search for Humanism Among the Primates (2013) from a behavior-analytic perspective. In his book, de Waal asserts evolution as the predominant level of selection for moral behavior, denies the possibility of a prescriptive science of morality, and misrepresents the science of behavior analysis. We expand upon de Waal's analysis and incorporate operant and cultural levels of selection of moral behavior. We also address the distinction between facts and values and describe behavior-analytic interpretations of belief. In addition, we briefly discuss the possibility of developing a behavior-analytic science of moral behavior.Keywords Altruism . Behaviorism . Morality . Pragmatism . ValuesIn The Bonobo and the Atheist: In Search of Humanism Among the Primates (de Waal 2013), primatologist Frans de Waal attempts to usurp religion as the prevailing source of moral behavior, and replace it with our evolutionary history as social animals. To support his thesis, de Waal offers evidence from our primate relative, the bonobo, who regularly demonstrates moral behavior in the absence of religion. Throughout the book, de Waal emphasizes our continuity with other species, insisting that we should approach morality from the Bbottom up^as a product of evolutionary history rather than something imposed by divine sources. In doing so, he suggests that, B[w]e started out with moral sentiments and intuitions…Rather than having developed morality from scratch through rational reflection, we received a huge push in the rear from our background as social animals^(p. 17). De Waal frequently relies on these Bsentiments and intuitions^as the anchors by which all moral principles are grounded, eventually concluding that B[m]oral law is not imposed from above or derived from well-reasoned BEHAV ANALYST (2015) 38:293-307

show abstract

Section: Behavior Analysis and Moralitymentioning

confidence: 99%

The Bonobo and the Behaviorist: Frans de Waal’s Bottom-Up Morality

Diller

Boornazian

2015

BEHAV ANALYST

View full text Add to dashboard Cite

show abstract

“…It was demonstrated that the lean "task" was not the cause of this "noncompliance" because transitions from lean-to-lean did not produce long pauses. The rich-to-lean transition was shown to be aversive because animals will emit escape responses that place them in time-out in response to signaled transitions predominantly in the rich-tolean transition compared to transitions from lean to rich conditions or between two rich and two lean conditions (Everly et al 2014;Perone 2003). Individuals with IDD and histories of self-injury also were more likely to self-injure during richto-lean transitions in a laboratory setting (DeLeon et al 2005).…”

Section: Understanding the Discrepant Findingsmentioning

confidence: 99%

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

View full text Add to dashboard Cite

Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010;Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transitionrelated problem behavior.Keywords Advance notice . Vocal notification . Transition-related problem behavior . Self-injury . Tantrums . Noncompliance . Autism . Intellectual and developmental disabilities . Preschoolers . Translational research . Unpredictable transitions . Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al. (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity. Orderly and timely transitions are important to maintain a successful educational setting, and the ability to move from activity to activity is a major factor for independent living for persons with intellectual and developmental disabilities (IDD) such as autism.Transitions can be a major source of problem behavior (e.g., self-injury, tantrums) in individuals with IDD (Schmit et al. 2000) and typically developing children (e.g., Riffel 2010). Severe problem behaviors such as self-injurious behaviors (SIB) and aggression can pose serious harm to both the individual exhibiting problem behavior and others in the environment, and may lead to restriction of the individual's social and educational opportunities. In classroom settings, problem behaviors can increase the amount of time spent transitioning between activities. Self-injury and stereotypy can also be distracting to peers (Conroy et al. 2005), and noncompliance can severely disrupt the classroom. Time spent by teaching staff trying to cope with the problem behavior of one child or a small number of children during transitions within the classroom c...

show abstract

“…Segundo Perone (2003), um estímulo aversivo é definido por sua função sobre a resposta, de modo que tal função não pode ser atribuída à estrutura do estímulo, nem ser tida como inerente a ele. A função, por sua vez, depende do contexto ambiental no qual o estímulo é apresentado.…”

Section: Fase De Tratamento: Estimulação Aversivaunclassified

Implicações metodológicas para o estudo do desamparo aprendido em humanos

2017

View full text Add to dashboard Cite

Resumo: O desamparo aprendido pode ser definido como uma dificuldade de aprendizagem encontrada em sujeitos que tiveram uma história prévia com estímulos incontroláveis. No estudo desse fenômeno com humanos, alguns aspectos específicos relacionados ao controle experimental podem interferir na obtenção e na análise dos dados, entre eles: o estímulo empregado na fase de tratamento, a tarefa utilizada na fase de teste (geralmente a resolução de anagramas) e, finalmente, a condição de incontrolabilidade e as questões éticas relacionadas a ela. Estes aspectos foram discutidos criticamente no presente trabalho, considerando suas implicações na análise dos dados. Palavras-chave: desamparo aprendido em humanos, questões metodológicas, anagramas, questões éticasAbstract: Learned helplessness can be defined as a difficulty in learning found in subjects who had a history with uncontrollable stimuli. In the study of this phenomenon in humans, some specific aspects related to experimental control can interfere with the data acquisition and data analysis. Those aspects are: the stimulus employed in pretreatment; the task used in testing (generally anagram solution testing); and, finally, the uncontrollability condition and its ethical issues. Those aspects were critically discussed in this article, taking into account their implications for data analysis.

show abstract

Negative effects of positive reinforcement

Cited by 107 publications

References 17 publications

The Bonobo and the Behaviorist: Frans de Waal’s Bottom-Up Morality

The Bonobo and the Behaviorist: Frans de Waal’s Bottom-Up Morality

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Implicações metodológicas para o estudo do desamparo aprendido em humanos

Contact Info

Product

Resources

About