PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Reinforcement, Verbal”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed1978

Verbal reinforcement combinations in schizophrenics.

Investigated the effects of verbal reinforcement paradigms on hospitalized schizophrenics and staff. Positive reinforcement that involved good was found to be relatively ineffective for all groups; furthermore, associating good with the termination of a white noise did not increase its effectiveness for schizophrenics. Verbal punishment was more effective than verbal positive reinforcement for staff, but for schizophrenics only when explicit problem-solving instructions were given. The results suggest that the reduction of deficit is not more likely via verbal punishment; if anything, deficit is increased because of increased staff performance under verbal punishment.

Behavior Therapy↗
PubMed1976

The influence of interviewer self-disclosure and verbal reinforcement on personality tests.

The effects of prior interview experiences on subsequent test responding were examined by comparing the influence of three interviewer behaviors: interviewer self-disclosure, interviewer verbal reinforcement of self-referent statements, and direct instructions to be self-disclosive. Performance was contrasted with a control interview condition characterized by no interviewer self-disclosure or self-referent reinforcement and with a no-interview condition. Responses on measures of self-disclosure and anxiety indicated that female Ss tended to be more self-disclosive than males in general, but were relatively uninfluenced by experimental condition. For male Ss, verbal reinforcement increased self-disclosure relative to the interviewer seld-disclosure condition. Interviewer self-disclosure was shown to result in more favorable perceptions of the self and the interviewer, particularly for males, and greater social evaluative anxiety for females. Both these factors are discussed as possibly counteracting the modelling effects of interviewer self-disclosure. An interpretation of the results in terms of interactions between S sex, interviewer sex, and experimental condition is proposed and implications for related research discussed.

Anxiety↗
PubMed1977

Concrete and verbal reinforcement in creative thinking of disadvantaged cildren.

The effects of verbal and concrete reinforcement on creative thinking were investigated in disadvantaged Israeli seventh-graders (N = 90) in a baseline-treatment design. When compared to a no-incentive condition, both concrete (giving a piece of candy for each response) and verbal reinforcement (giving verbal praise to each response) raised the level of ideational fluency on the abbreviated Wallach and Kogan creativity battery by 114% and 61%, respectively. The high correlations between baseline and incentive creativity scores were interpreted as supporting either cognition or motivation but not exclusively the former as the source of individual differences in creative thinking among these disadvantaged children.

Child↗
PubMed1976

Comparison of verbal reinforcement with information feedback in analogue psychotherapy.

Thirty Ss were assigned randomly to one of the two experimental analogue psychotherapy groups and a control group. In the experimental psychotherapy groups two different psychotherapy techniques were used for eight sessions. The two psychotherapy techniques employed were one-word verbal reinforcement (VR) and lengthy verbal information feedback (IF). Three therapists each demonstrated significant differences (P less than .001) in their verbal interactions with the Ss when they used the two different psychotherapy techniques. The results indicated that both treatment techniques were significantly effective (p less than .05) in improving self-ratings of self-concept. However, the two psychotherapy techniques were differentially effective in improving social skills as measured by behavioral ratings.

Adolescent↗
PubMed1979

The use of contingent reinforcement for improving the personal appearance and hygiene of chronic psychiatric inpatients.

Chronic psychiatric patients were Ss in a study designed to evaluate the effectiveness of contingent reinforcement to improve personal appearance and hygiene. Ss were divided into four groups matched on age and years of hospitalization. Group 1 was rated on personal appearance and received contingent material reinforcement and verbal reinforcement. Group 2 was rated and received only contingent verbal reinforcement. Group 3 was rated, but received no contingent reinforcement, and Group 4 was control. It was concluded that (1) both contingent verbal reinforcement and contingent material plus verbal reinforcement can be used to improve personal appearance; (2) contingent material plus verbal reinforcement is more effective for improving personal appearance than using only contingent verbal reinforcement; (3) rating patients without using contingent reinforcement does not result in significant improvement; and (4) simply presented video-taped information for improving personal appearance does not cause significant improvement.

Activities of Daily Living↗
PubMed1978

Biofeedback-assisted EMG reduction and subsequent self-disclosure.

A male E and a female E each conducted a single session of EMG biofeedback training with 24 male and 24 female Ss (N =96) under one of three conditions: verbal reinforcement presented contingently on EMG reduction, yoked noncontingent verbal reinforcement, and no verbal reinforcement. After the biofeedback session, all Ss completed a Journard Self-disclosure Scale. Sex of S and verbal reinforcement conditions did not affect EMG biofeedback performance, but Ss treated by the male E decreased EMG mean and standard deviation more than Ss treated by the female E (p less than .01). Ss who received noncontingent verbal reinforcement reported being least willing to disclose to the E (p less than .05). These results are discussed in terms of the interpersonal influences that may affect biofeedback performance and self-disclosure.

Biofeedback, Psychology↗
PubMed1976

Extraversion and reinforcement in verbal operant conditioning.

The present investigation was designed to study the relationship between extraversion and modes of reinforcement in verbal operant conditioning. A 4 X 3 randomized block design was replicated ten times. Eighty graduate and post-graduate male students were individually subjected to the standard Taffel conditioning procedure. When the numbers of conditioned responses produced by introverts and extraverts were compared, it was found that: (1) under negative reinforcement ('bad' and electric shock), with both the female and male experimenters, and under positive reinforcement ('good') with the male experimenter, the introverts' score was the higher of the two; (2) under positive reinforcement ('good') with the female experimenter, the extraverts' score was higher than that of the introverts.

Adult↗
PubMed1978

Improving free play skills of severely retarded children.

Severely and profoundly retarded children are usually deficient in play skills. Since play facilitates socialization, language, and motor development, it is a vitally improtant skill to acquire. This pilot study examined the effects of a behavioral training program on the autistic, independent, and social types of play of four severely and profoundly retarded children. The training program involved the use of instructions, modeling, physical guidance, and verbal reinforcement. Results indicated that a marked increase in independent and social play occurred with the introduction of the training program with all four children. Occupational therapists can play an increasingly important role in helping educators formulate relevant educational programs for severely retarded children, particularly in the areas of play and motor skill development.

Behavior Therapy↗
PubMed1978

Impulsivity/sociability and reinforcement in verbal operant conditioning.

The present investigation was designed to study the relationship between impulsivity/sociability and modes of reinforcement in verbal operant conditioning. Two 2x3 randomized block designs, one each for impulsivity and sociability, were replicated ten times. One hundred and twenty undergraduate female students (60 for impulsivity and 60 for sociability) were individually subjected to Taffel's verbal conditioning procedure. When the conditioning scores of high and low scorers on the impulsivity and sociability scales were compared, it was found that under rewarding conditions ('good' and 'buzzer' in respect of sociability and 'good' in respect of impulsivity) the high scorers' score and under punishing conditions ('electric shock') the low scorers' score was the higher of the two. The study also revealed that the high scorers (on the impulsivity scale) conditioned more under rewarding conditions while the low scorers (both on the impulsivity and sociability scales) conditioned more under punishing ones.

Adolescent↗
PubMed1977

A programmed training technique that uses reinforcement to facilitate acquisition and retention in brain-damaged patients.

Hospitalized brain-damaged patients were Ss in a study designed to evaluate the effectiveness of a treatment technique used with contingent reinforcement to facilitate acquisition and retention of environmentally relevant information. Ss were divided into three groups that were equated diagnostically and demographically. Group I received the treatment technique with contingent material and verbal reinforcement. Group II received the treatment technique with only contingent verbal reinforcement, and Group III was a control. Both treatment groups showed significant acquisition of the experimental information, and 1 week after training the two treatment groups showed no significant loss of acquired information. None of the groups showed any significant change in ward behavior during the experiment. It was concluded that the treatment technique used with contingent reinforcement can be used in the retraining of memory in brain-damaged patients.

Achievement↗
PubMedDate not supplied

"Paired reading" tuition: a preliminary report on a technique for cases of reading deficit.

A simple and flexible reading tuition procedure is described, incorporating simultaneous reading and verbally reinforced individual reading, utilizing any reading material of the child's choice, and maximizing continuous adaptation to individual reading behaviour. Three reading-deficient children tutored by "paired reading" are presented, indicating a clear increase in the percentage of words correctly read and reaching statistical significance over twelve hours of tuition.

Anxiety↗
PubMed1976

Differential effects of task and reinforcement variables on the performance of three groups of behavior problem children.

In a test of Quay's model of differential response tendencies in three basic dimensions of discordant behavior, 36 delinquent boys divided into three behavior groups - Conduct Disorder, Personality Disorder, Inadequate-Immature-were compared on a verbal paired-associate task under four conditions of task structure: neutral and emotional content, simplicity and complexity; and two reward conditions: material and verbal. Predictions were that the Conduct Disorder and Inadequate-Immature group would perform optimally under conditions of simple emotional task structure and material reward as opposed to the Personality Disorder group, who would demonstrate optimal performance under verbal reinforcement and reflect an interaction effect for task complexity and emotionality. Results confirmed the basic hypothesis of differential responsiveness as a function of subject variables. Directions of the differences indicated that task variables also produced critical effects.

Adolescent↗
PubMed1978

The effect of the gestural prompt on syntax training.

The purpose of this study was to investigate the facilitative effects of prompts in syntax training as compared to the same procedure without the gestural prompt. Ten normal children, ranging in age from four years to five years, five months were trained to produce the double object syntactic structure. In training the double object, the experimental group was presented a picture and asked by the examiner "What is the (person) doing? The (person) is (verbing) the --." The subject was to complete the intraverbal lead with the appropriate indirect-direct object combination. A gestural prompt was given at this point to aid the child in producing the correct response. The prompt was also presented in the subsequent event as corrective feedback or verbal reinforcement. The control group was presented the same picture stimuli and verbal stimuli, but without the gestural prompt accompanying the antecedent event or the subsequent events. The results obtained from this study indicated that there was no significant difference between the two groups regarding the number of sessions required to reach criterion. The data did show, however, that the experimental group made fewer errors within any one session than did the control group up to the sessions in which criterion was reached.

Child Language↗
PubMed1976

The effects of verbal and nonverbal contingent reinforcement upon the intelligence test performance of black adults.

This study examined the effects of contingent verbal and nonverbal reinforcement upon the intelligence test performance of bladk adults. Thirty-six Ss (half male and half female) were pretested on the Quick Test and then administered the complete WAIS under one of three treatment conditions: verbal reinforcement, nonverbal reinforcement or no reinforcement (control condition). Verbal reinforcement was administered as statements of "good" or "fine" by the E, while nonverbal reinforcement took the form of a nod of the head or a statement of "Mmhm." The primary analysis of the data indicated no significant differences between the treatment conditions.

Adult↗
PubMed1990

Women's use of mammographic screening: the role of information, cues, and reinforcement.

Questionnaires were distributed to 359 women who had mammograms during the previous six months. Data were obtained on: 1) demographic variables; 2) perception of risk and sources of knowledge about breast cancer and mammography; 3) cues or events which initiated action to obtain a mammogram; and 4) behaviors or events which may reinforce the use of the procedure. A major goal of the research was to obtain information on factors hypothesized to effect women's use of mammography for the detection of breast cancer. High education and income levels, characteristic of women using screening procedures, were found in this sample. Availability of information and a realistic perception of risk were not sufficient motivators to obtain a mammogram. The recommendation of a health professional was reported to be the single most important motivating factor by 71% of the sample. Following the procedure, relief of anxiety, and verbal reinforcement by health professionals, friends, or relatives were reported. These results suggest that the most important cue for many women to obtain a mammogram is recommendation of a health professional. The role of reinforcement in repeating the behavior requires further clarification.

Female↗
PubMed1978

The use of grafted polynomials and dummy variables in analyzing time series data.

Describes an innovative statistical method for analyzing single-S time series data. The S and data in the paper were selected from a larger study which applied operant conditioning to ambulation problems of severely handicapped patients and used positive verbal reinforcement. The method described is a variation of traditional multiple regression analysis described elsewhere as "grafted polynomials" (Draper & Smith, 1967; Fuller, Note 1). An extensive explanation of the use of dummy variables also is provided.

Conditioning, Operant↗
PubMedDate not supplied

Evaluation of medication knowledge in elderly patients.

OBJECTIVE: To identify problems with medication knowledge, self-estimated compliance, and recall of medication education in a group of elderly patients. DESIGN: Survey. SETTING: Medicine and geriatric clinics at a county hospital. PATIENTS: Patients greater than or equal to 60 years old and taking at least one prescription medication. MAIN OUTCOME MEASUREMENTS: Medication knowledge, self-estimated compliance, and recall of medication education. RESULTS: The percent of geriatric patients correctly stating 76-100 percent of their medication doses, uses, and frequencies was 30, 64, and 66 percent, respectively. Fifteen patients (34 percent) stated they never missed a medication dose and 27 (61 percent) remembered to take their medications by memory alone. Sixteen and 86 percent, respectively, of the patients from the medicine and geriatric clinics could not recall receiving verbal or written educational material. Only 27 percent of patients recalled having been told about possible adverse reactions. The most frequently cited providers of medication information were physicians. CONCLUSIONS: Specially designed multidisciplinary medication education programs with repeated written and verbal reinforcement for elderly patients may improve patients' knowledge about their medications, recognition and management of adverse reactions, and compliance.

Aged↗