Effects of reinforcement on children's academic behavior as a function of self-determined and externally imposed contingencies

This experiment was designed to compare the effects of contingent reinforcement under conditions of self-determined and externally imposed performance standards. A major purpose was to examine the maintenance of self-imposed performance standards over time. Children in one contingent reinforcement condition self-determined their academic performance standards. The same performance standards were externally imposed upon children in a second contingent reinforcement condition who were yoked to subjects in the first condition. Children in a no-reinforcement control condition performed in the absence of external reward. Behavioral productivity of the self-determination condition was greater than that of the no-reinforcement condition. Further, no attenuation of the efficacy of contingent reinforcement occurred when performance standards were self-determined rather than externally imposed. Over six sessions, children became progressively more lenient in their self-imposed performance demands in the absence of social surveillance.     

Maintenance and transfer of self-reinforcement functions

In order to examine conditions maintaining self-reinforcement functions, pigeons were trained to reward their own performances and then tested for adherence to work requirements under decreasing likelihood of punishment for undeserved self-reward. Contingent self-reinforcement was stably maintained given moderate to high probability that unmerited self-reward would incur punishing consequences. In successive reversals of treatment and test conditions, the amount of behavior performed for each self-reward covaried with self-reinforcement rate. A further experiment demonstrated that self-reinforcing practices, involving both performance and consummatory contingencies, transfer to new activities for which the animal had never been trained to reward himself contingently. Adherence to performance requirements was more stringent, however, than to limitations on amount of rcinforcers consumed from freely available provisions.     

Self-reinforcement in pigeons

Pigeons were trained to reward their own performances by eating from a freely available food source only after pecking a disc. The self-reinforcement pattern was established by fading in the work requirement and punishing noncontingent self-feeding by food withdrawal. The animals maintained faultless self-reinforcement for hundreds of trials after the punishment contingency was removed so that the birds could safely feed themselves without performing any pecking responses. In successive induction and extinction of the phenomenon, the number of responses per self-reward was observed to covary with self-reinforcement rate. By progressively raising the work requirements an animal was trained to adopt increasingly higher performance standards of self-reward. After maintaining a high response output for each self-reward the animal promptly discarded all self-imposed work contingencies and quickly resumed them again, though less durably, following additional training.     

Locus of control and the ability to tolerate gratification delay: When it is better to be an external

An experiment was conducted to investigate the relationship between the locus of control orientation of fourth-grade children and delay frustration experienced in self-imposed and externally imposed delay situations. Time estimation was used as the index of delay frustration, with greater time estimates being interpreted as indicating greater frustration. In a self-imposed delay situation, external subjects estimated a 5-min delay to be longer than did internal subjects, while in an externally imposed delay situation, internal subjects estimated a 5-min delay to be longer than did external subjects. The implications of the findings for an understanding of both the locus of control dimension and delay behavior are discussed.     

Defeating the potentially deleterious effects of externally imposed deadlines: practitioners' rules-of-thumb

The authors interviewed people to determine whether they devise strategies to offset the damaging effect that externally imposed deadlines have on intrinsic motivation. Interviewees' "practitioners' rules-of-thumb" strategies were consistent with the tenets of self-determination theory and were tested empirically in three experiments. In each of the experiments, complete or partial self-determination of initially externally imposed time limits negated the otherwise deleterious effects of deadlines on intrinsic motivation. Participants who actively co-opted a deadline as their own (Experiment 1), who self-imposed sub deadlines within an overall externally imposed deadline (Experiment 2), and who self-imposed more stringent deadlines than those imposed externally (Experiment 3) spent significantly more free-choice time engaged in target tasks than did their counterparts in externally imposed deadline conditions where no self-determination was permitted. Given the ubiquity of deadlines, the results can directly be implemented by both deadline setters and deadline recipients to protect people's interest in their work.     

The substitutability of external control and self-control

Three experiments offered participants the opportunity to undertake an activity that had long-term benefits but either small or large short-term costs. The experiments investigated how self-control efforts to undertake the activity are affected by real or primed externally imposed controls. Two forms of self-control were assessed: bolstering the value of the offered activity and self-imposed penalties for failure to undertake it. The results showed that greater short-term costs elicited more self-control efforts when externally imposed controls were absent and less self-control efforts when externally imposed controls were present. Both externally imposed controls and self-control efforts prevented short-term costs from affecting participants’ intention to undertake the activity. The results were interpreted as suggesting that externally imposed control and self-control are substitutable means for pursuing activities with long-term benefits and short-term costs.     

An experimental social relation between two monkeys

A technique was developed for studying the reinforcement of one organism by another. Two pairs of monkeys served as subjects in adjoining but separate lever-pressing chambers. However, they were in visual, aural, and tactile contact with each other. After both pairs were trained to tolerate delays of reinforcement and one pair was trained under stimulus control to exchange reinforcements, monkey A of each pair pressed a lever to feed monkey B, and monkey B pressed to feed monkey A. The experiment sought to determine if this social interaction could be maintained. With a free responding procedure where the monkeys could work at any time in any order, the social relation proved unstable. After several oscillations in which one monkey did most of the responding and the other monkey did most of the eating, the reinforcement frequency for both pairs of animals decreased to very low levels. The final outcome would have been starvation had the experimenter not intervened.     

Self-reinforcement: An assessment of external influences

Two experiments were carried out in which low- and high-demand characteristics of self-reward were assessed in a multiple-baseline design across subjects. In the first experiment, arithmetic performance of four children was systematically assessed under no-reinforcement, self-reward/low-demand and self-reward/high-demand phases. In the second experiment, the performance of four children on a less meaningful task was assessed under the same conditions employed in Experiment 1. Results indicated that performance rates were relatively stable during the no-reinforcement phase but that these rates dropped markedly during the self-reward/low-demand phase for all eight subjects. Further, increased rates of performance were achieved under the self-reward/high-demand phase for all subjects. Results are discussed in terms of the assessment of the self-reinforcement procedure, current definitions of self-reinforcement, and the need to view self-reinforcement as existing on a continuum of external demand characteristics.This project was supported in whole by a faculty research grant awarded to the first author and completed while the second author was a visiting associate professor at Western Psychiatric Institute and Clinic.     

Behavioral self-control of on-task behavior in an elementary classroom

Techniques of behavioral self-control were employed in a class where a high level of on-task behavior had been established with externally administered reinforcement procedures. The behavioral self-control techniques maintained behavior at its ongoing high level both immediately following the externally administered reinforcement treatments and during follow-up treatments after five and seven weeks. Variability in on-task behavior was reduced during the behavioral self-control phases of the study.     

Discriminative activation and maintenance of contingent self-reinforcement

The present experiment studied the process by which environmental events come to exercise some degree of control over the activation of contingent self-reinforcement. Through differential training, animals learned to impose performance requirements for self-reward in certain environmental contexts but not in others. Both contextual influences and periodic negative consequences for noncontingent self-reward increased adherence to response requisites for self-reinforcement.     

Rate of response as a visual social stimulus

In Exp. 1, a high rate of responding (chain pulling) of a stimulus monkey was established as a visual positive discriminative stimulus for the operant behavior (bar pressing) of an observer monkey. The terminal performance of the observer under conditions in which a high rate of response of the stimulus monkey alternated in a variable temporal arrangement with a zero rate of response of the stimulus monkey (negative discriminative stimulus) was essentially the same as when nonbehavioral stimuli are correlated with the availability of reinforcement. By manipulating the schedule of reinforcement to change the rate of responding of the stimulus subject without changing its rate of reinforcement, Exp. 2 showed that the effective behavioral stimulus for the observer was the rate of chain pulling by the stimulus subject. A novel intermediate rate of responding by the stimulus monkey resulted in an intermediate rate (generalization) on the part of the observer during an extinction test. These experiments demonstrated that the rate of responding of one organism can function as a discriminative stimulus to control the rate of responding of another organism; and that the rate of responding is similar to other physical stimuli in terms of discrimination and generalization.     

Schedule control of the vocal behavior of Cebus monkeys

The vocal behavior of three Cebus monkeys was maintained by fixed-ratio schedules of response dependent reinforcement at values between fixed-ratio 1 and fixed-ratio 15. In one monkey that was exposed to variable-interval, fixed-interval, and conjunctive fixed-ratio fixed-interval schedules of reinforcement, vocal responding occurred at a low rate, but schedule-appropriate patterns were maintained. The rates and patterns of responding engendered indicated that the vocal operant can be brought under schedule control in the monkey by the use of response-dependent reinforcement.     

Gender and Compensation: Understanding the Impact of Gender and Gender Stereotypes in Children’s Rewards

Children’s understanding of rewards for task completion was examined in the context of gender, and gender-based stereotypes. Eighty-eight children (43 girls, M_overall?=?58.39 months) completed a measure assessing gender-based occupational stereotypes. This measure, along with gender, was used to predict children’s self-reward for undergoing the testing, as well as their reward for a fictional other child having undergone the same procedure. The methodology provided a novel approach for studying reward allocation in children, as it did not require children to divide resources between themselves and another child for completing the same task. An occupation-based stereotype measure was found to predict the self-reward, as well as the reward allocated to the other child. In addition, the participant’s gender predicted self-reward, and an interaction between participant gender and gender of the experimenter contributed to predicting the other child reward. Overall, these findings suggest that gender and gender-based stereotyping have an impact on reward allocation of young children. Implications of these results in the context of reward allocation research among children and adult populations are discussed.     

儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力预期的追踪

采用追踪研究,用实验室实验和情境观察相结合的方法考察了54名儿童4岁时的自我延迟满足能力,5年后结合教师访谈与评定、同伴提名、儿童自评等方法综合评定这些儿童9岁时的学校社会交往能力,探讨儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力的预期作用。结果表明：儿童4岁时的自我延迟满足能力水平可以预期其9岁时的学校社会交往能力水平。4岁时自我延迟满足能力高的儿童在9岁时的学校社会交往能力总体发展也好,其遵守规则与执行任务能力、与教师交往能力、与同伴交往能力、社交情绪发展水平都显著高于那些在4岁时自我延迟满足能力低的儿童;反之则差     

3~5岁幼儿自我延迟满足的发展特点及其中澳跨文化比较

采用实验室实验和情境观察相结合的方法,考察了我国3~5岁幼儿自我延迟满足发展的特点及中澳幼儿自我延迟满足的跨文化差异。研究结果表明：(1) 3~5岁幼儿自我延迟满足平均延迟时间随年龄增长而延长;3岁幼儿使用延迟策略少,4岁幼儿主要使用寻求策略,5岁幼儿主要使用寻求策略和自我分心、问题解决策略,自我言语控制策略在整个幼儿期始终不具有显著优势性。(2) 澳大利亚幼儿自我延迟满足发展水平高于我国同龄幼儿;在延迟策略选择上中澳幼儿既具有差异性,又具有一定的相似性;文化价值观通过教育影响着幼儿自我延迟满足的发展。     

Biased language use in stereotype maintenance: the role of encoding and goals

In 4 studies, the authors investigated the relative impact of biased encoding of information and communication goals on biased language use. A category label (linguistic expectancy bias, Study 1) or a group label (linguistic intergroup bias, Study 2) was presented either before or after a story that participants were asked to communicate. Biased language use only emerged when participants learned about the group membership of the actor or the category label before hearing the story. However, communication goals had an effect on language use at the retrieval stage, independent of encoding (Studies 3 and 4). Although communication goal effects seemed to overwhelm encoding effects, encoding still influenced language use under externally imposed time pressure (Study 3) and self-imposed time constraints (Study 4). This research reaffirms the importance of both cognitive and communicative processes in stereotype maintenance and highlights the conditions under which they each operate.     

Children's self-determination of standards in reinforcement contingencies: A re-examination

The effects of contingent reinforcement under conditions of self-determined and externally determined standards were studied in two fifth-grade language art classes (n=64). Since external demands have confounded the effects of self-management previously, a major purpose was to examine the standards which students selected without external restriction and the effects on work rates. Students worked on an individualized curriculum in six heterogeneous groups within each class. Both external and self-determination of standards within reinforcement contingencies was experienced by both classes but in a counterbalanced order. Findings demonstrated an increase in the work rates over baseline from both contingency conditions (p<.05). Contingent reinforcement with externally determined standards produced an increase over reinforcement with self-determined standards (p<.05). Children selected increasingly lenient standards over the six weeks. Experience with external standards did not influence subsequent self-determined standards. The leniency was discussed in terms of peer influences and the relation of effort to rewards under self-management procedures with varying external demands.     

The importance of subject control in reinforcing brain stimulation

A comparison between the reinforcement strength of self-administered and externally imposed brain stimulation was undertaken. Rats performed on a chain schedule in order to receive brain stimulation, either selfadministered or imposed, during the second component of the chain. Response rates during the first component of the chain schedule indicated that self-stimulation was more reinforcing than imposed stimulation. In addition, contrast, both positive and negative, seemed to be present. It was concluded that reinforcement strength may be enhanced when the subject controls the presentation of reinforcement.     

Laboratory control of toe-sucking in a young rhesus monkey by two kinds of punishment

Both response-contingent withdrawal of a visual reinforcement and response-contingent presentation of an aversive stimulus (loud noise) were found to be effective in suppressing toe-sucking in a young rhesus monkey.     

Procrastination,deadlines, and performance: self-control by precommitment

Procrastination is all too familiar to most people. People delay writing up their research (so we hear!), repeatedly declare they will start their diets tomorrow, or postpone until next week doing odd jobs around the house. Yet people also sometimes attempt to control their procrastination by setting deadlines for themselves. In this article, we pose three questions: (a) Are people willing to self-impose meaningful (i.e., costly) deadlines to overcome procrastination? (b) Are self-imposed deadlines effective in improving task performance? (c) When self-imposing deadlines, do people set them optimally, for maximum performance enhancement? A set of studies examined these issues experimentally, showing that the answer is "yes" to the first two questions, and "no" to the third. People have self-control problems, they recognize them, and they try to control them by self-imposing costly deadlines. These deadlines help people control procrastination, hit they are not as effective as some externally imposed deadlines in improving task performance.