The emergence of praise as conditioned reinforcement as a function of observation in preschool and school age children Report as inadecuate




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JESSICA SINGER-DUDEK ; JENNIFER LONGANO ; MICHELLE ZRINZO ;Revista Mexicana de Psicología 2008, 25 1

Author: R. DOUGLAS GREER

Source: http://www.redalyc.org/


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Revista Mexicana de Psicología ISSN: 0185-6073 sociedad@psicologia.org.mx Sociedad Mexicana de Psicología A.C. México DOUGLAS GREER, R.; SINGER-DUDEK, JESSICA; LONGANO, JENNIFER; ZRINZO, MICHELLE THE EMERGENCE OF PRAISE AS CONDITIONED REINFORCEMENT AS A FUNCTION OF OBSERVATION IN PRESCHOOL AND SCHOOL AGE CHILDREN Revista Mexicana de Psicología, vol.
25, núm.
1, junio, 2008, pp.
5-26 Sociedad Mexicana de Psicología A.C. Distrito Federal, México Available in: http:--www.redalyc.org-articulo.oa?id=243016300001 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Revista Mexicana de Psicología, Junio 2008 Volumen 25, Número 1, 5-26 THE EMERGENCE OF PRAISE AS CONDITIONED REINFORCEMENT AS A FUNCTION OF OBSERVATION IN PRESCHOOL AND SCHOOL AGE CHILDREN LA EMERGENCIA DEL ELOGIO COMO REFORZAMIENTO CONDICIONADO EN FUNCIÓN DE LA OBSERVACIÓN EN NIÑOS DE EDAD PREESCOLAR Y DE EDAD ESCOLAR R.
DOUGLAS GREER1, JESSICA SINGER-DUDEK, JENNIFER LONGANO AND MICHELLE ZRINZO Teachers College and the Graduate School of Arts and Sciences, Columbia University Abstract: We tested the effects of an observational intervention on the conditioning of praise as a reinforcer with 2-school age and 2-preschool age children for whom vocal praise did not reinforce either performance (the emission of previously learned operants) or learning (the acquisition of new operants). Pre-intervention reversal designs for performance tasks showed praise did not reinforce; similarly, baselines showed the children did not learn when praise was the reinforcer and corrections were done for learning new material.
The intervention consisted of multiple observational sessions in which each participant performed other performance tasks simultaneously with a peer confederate un...





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