Praise's magic reinforcement ratio: Five to one gets the job done.
Notice bibliographique
Résumé
All behavior analysts, teachers and parents can use as a reinforcer. Experimental and applied behavior analyses have established that praise, attention, and do in fact function as reinforcers. Social interaction is both a primary and a conditioned reinforcer. Contingent social interaction can shape operant behavior (lever pressing) of rats and maintain responding on fixed ratio schedules that does not differ significantly from behavior shaped and maintained with food reinforcement (Evans, Duvel, Funk, Watson, & Neuringer, 1994). Rats can be shaped to lever press when the only reinforcement is being petted and praised (good girl') by a human (Davis and Perusse, 1988). As the term starved for affection suggests, social approval and function as reinforcers for humans as well. When adult is contingent on vocalization, infant vocalization increases and when infant vocalization no longer produces adult attention, vocalizations decrease (extinction; Rheingold, Gewirtz, & Ross, 1959). Just as deprivation and satiation of food alter food's effectiveness as a reinforcer, establishing operations such as deprivation and satiation of approval systematically alter the effectiveness of approval as a reinforcer. When children are deprived of approval, approval's effectiveness as a reinforcer increases. Conversely, when children are satiated with and admiration, approval's effectiveness as a reinforcer decreases (Gewirtz & Baer, 1958). When adult eye contact and smiling are contingent upon infant smiling, smiling is reinforced (increases) and crying, fussing and frowns decrease (Etzel & Gewirtz, 1967). In fact, attention and are so well established as reinforcers that their use is seldom questioned in applied behavior analysis. Attention is regularly identified as a reinforcer in functional analyses (e.g. Berg, Peck, Wacker, Harding, McComas, Richman, & Brown 2000; Durand & Carr; 1991; Meyer, 1999). Praise and are recognized as effective motivators by some in the business world. There are two things people want more than sex and money, according to Mary Kay Ash, founder of Mary Kay Cosmetics, recognition and praise (Nelson, 1994, p. 9). Accordingly, Robert Preziosi, President of Management Associates argues that there never seems to be enough recognition. After a brutal day, walk up to employees and say 'you were great. I'm so glad about what you did today.' You'll be surprised how far a simple gesture will go (Nelson, 1994, p. 137). As a free, virtually always available reinforcer, is a very pragmatic reinforcer for behavior analysts, educators, parents, clinicians, coaches and social workers. When teachers of students with emotional and disorder (EBD) are taught to increase their rate of behavior-specific praise, students' rates of on-task behavior increase (Sutherland, Wehby, & Copeland, 2000). College students who receive verbal for doing homework spend more time completing their homework assignments (Hancock, 2000). When parents of young children with behavioral problems were taught to their children's compliance and task engagement, the resulting increased produced improved compliance and decreased inappropriate behavior (Greene, Kamps, Wyble, & Ellis, 1999). The prompt, pause and procedure is an effective and recommended remedial technique for children making slow progress in reading (Merrett, 1998). Unfortunately, despite praise's proven effectiveness as a reinforcer and it's free cost, is vastly underutilized. In an analysis of studies conducted in the U.S., U.K., Canada, Australia, New Zealand, Hong Kong and St. Helena, Robyn Beaman and Kevin Wheldall of Macquarie University in Sydney Australia found that there is little evidence to suggest that teachers, universally, systematically deploy contingent as positive reinforcement in spite of the considerable literature testifying to its effectiveness. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,061 | 0,029 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».