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At least 19 recordsLinked to original sources
PubMed2001

Reinforcement contingencies and social reinforcement: some reciprocal relations between basic and applied research.

Reinforcement contingencies and social reinforcement are ubiquitous phenomena in applied behavior analysis. This discussion paper is divided into two sections. In the first section, reinforcement contingencies are discussed in terms of the necessary and sufficient conditions for reinforcement effects. Response-stimulus dependencies, conditional probabilities, and contiguity are discussed as possible mechanisms of, and arrangements for, reinforcement effects. In the second section, social reinforcement is discussed in terms of its functional subtypes and reinforcement context effects. Two underlying themes run throughout the discussion: (a) Applied research would benefit from a greater understanding of existing basic research, and (b) basic research could be designed to specifically address some of the issues about reinforcement that are central to effective application.

Conditioning, Psychological↗
PubMed1970

Modification of extreme social isolation by contingent social reinforcement.

Two socially isolated patients were placed on a program where social reinforcement from staff members was made dependent on social interaction with other patients or staff members. This procedure was imposed in a setting where only limited control was possible. The level of social interaction and a concomitant alternate behavior in each patient was increased when the contingency for social reinforcement was imposed. The study provides another example of the efficacy of social reinforcement where there is little control over other reinforcers. Implications for use of similar procedures to increase generalization in the community are discussed.

Journal Article↗
PubMed1978

Social reinforcement and the naturally occurring social responses of severely and profoundly retarded adolescents.

This study was designed to determine if the deficits in social behavior of retarded persons might be due, in part, to the failure of their environment to maintain that behavior. Using an ABAB design, we systematically ignored severely and profoundly retarded, institutionalized adolescents and gave them social reinforcement for appropriate social behavior. Social behavior decreased during nonreinforcement conditions and increased during reinforcement conditions. The data suggest that deficits in social behavior of retarded persons may be due to failure of their environment to maintain such behavior. Implications of these findings for staff behavior and the utility of the present procedure for increasing social behavior of institutionalized retarded persons were discussed.

Adolescent↗
PubMed2003

Consequences of displaying abnormal social behaviour: avoidance and reduction of social reinforcement.

BACKGROUND: Abnormal social behaviour, which is a common feature of psychiatric disorders, is associated with rejection. A passive lack of participation or involvement has been studied as characteristic of depression but active forms of nonparticipation have received little experimental attention. This study examined the interpersonal consequences of four distinct types of social behaviour by using the role enactment method. Two of the roles portrayed abnormal social behaviour, active nonparticipant 'manic' and passive nonparticipant 'sad', and two portrayed normal social behaviour, active participant 'warm' and passive participant 'shy'. METHODS: Sixty-three normal subjects were randomly allocated to a brief dyadic social interaction with a confederate acting one of four roles. Subsequently, they rated their level of rejection of the confederate and took part in the mixed-motive game with him/her. RESULTS: The subjects were more likely to reject confederates in the abnormal social behaviour roles. This was shown on both their nonverbal behaviour and their verbal report. On the mixed-motive game, subjects gave fewer points and less cooperative and ingratiating messages to the confederates who had displayed abnormal social behaviour. LIMITATIONS: This result might only reveal the effects of first impressions of a confederate who behaves in a particular way, but not be generalised to long term acquaintanceship. CONCLUSIONS: These results extend previous findings that passive nonparticipant behaviour leads to rejection to active nonparticipant behaviour and show that the consequences of displaying such behaviour not only result in rejection but also in the reduction of social reinforcement. This might slow a patient's recovery process.

Adolescent↗
PubMed1986

Social reinforcement: a treatment component in verbal self-instructional training.

This study investigated the effects of noncontingent social reinforcement on social and academic behaviors in grade school children. Twenty-four children in the second through fifth grades were selected on the basis of teacher ratings of disruptive behavior. Subjects were divided into a high social reinforcement verbal self-instructional (VSI) training group, a low social reinforcement VSI group, and a no-contact control group. Children in VSI groups were removed from their classrooms during four 40-minute periods and given VSI training. Significant between-groups differences on measures of social reinforcement were found indicating its successful manipulation. While none of the dependent measures indicated significant differences between experimental groups, a consistent pattern of difference scores emerged giving limited support to the hypothesis that noncontingent social reinforcement contributed to behavioral gains. Results are discussed in terms of the need for future research on the effects of rapport on treatment outcome.

Behavior Therapy↗
PubMed2005

The early development of self-injurious behaviour: evaluating the role of social reinforcement.

BACKGROUND: The potential role of social reinforcement in the development of self-injury has not yet been subjected to empirical analysis. In this 2-year prospective study, the pattern of social interactions related to the early presentation of self-injury were examined to identify a potential association with an increase in self-injury. METHODS: The self-injurious behaviour and social contact with adults of 16 children with intellectual disability (ID) with self-injury of recent onset were observed at 3-month intervals over 2 years. RESULTS: Increase in self-injury over a 2-year period was positively correlated with a distribution of social contact relative to episodes of self-injury that is consistent with a mutual social reinforcement paradigm. When this paradigm was operative, self-injury was evoked under stable antecedent conditions over time but tended to evoke increasing levels of social interaction. CONCLUSIONS: These results support the hypothesis that increases in the frequency of early self-injury in children with ID may be determined by social reinforcement with implications for early intervention and proactive identification of children at risk for increases in self-injury.

Adolescent↗
PubMed1998

Modeling of eating pathology and social reinforcement of the thin-ideal predict onset of bulimic symptoms.

Although social influences are thought to promote bulimic pathology, little research has examined the effects of multiple socialization agents, or considered both modeling and social reinforcement processes. Accordingly, these two studies tested whether social reinforcement of the thin-ideal, and modeling of abnormal eating behavior by family, peers, and the media, (i) correlated with bulimic symptoms in a sample of young adult female (N = 114) and (ii) predicted the onset of bulimic behavior in a sample of adolescent females (N = 218). Social reinforcement of the thin-ideal by family, peers, and media was correlated with bulimic symptoms; family and peer social reinforcement prospectively predicted the onset of binge eating and purging. Family and peer, but not media, modeling of abnormal eating behavior was associated with concurrent bulimic symptoms, and predicted the onset of binge eating and purging. Results suggest that both social reinforcement and modeling processes may promote bulimic pathology, but imply that the effects are limited to family and peer influences.

Adolescent↗
PubMed1980

Effects of mental age, knowledge of results, and social reinforcement on motor performance.

The effects of mental age (MA), knowledge of results, and social reinforcement on performance on a speed motor task by mildly mentally retarded children was investigated. Significant main effects were found for the variables of MA and social reinforcement and significant interactions for the MA x Social-Reinforcement conditions and the Knowledge of Results x Social-Reinforcement conditions. Post hoc analysis indicated that high-MA subjects performed significantly better under verbal praise conditions than did low-MA subjects. Also, knowledge of results was most effective in the presence of verbal praise. We suggested that verbal praise sensitized subjects to attend to the knowledge of results cue.

Adolescent↗