Ias testing is based on the fundamental idea that when a behavior happens, it must be followed by that behavior. Because of the reinforcement, the likelihood of it happening again in the future has increased. A significant portion of our actions are taught via the process of being rewarded or punished. For instance, you could want to study because you find it encouraging in terms of the grades you get or the admiration you receive from your peers. By immediately following a response with reward, it is possible to increase the frequency of numerous replies. The behavior is able to be shaped and molded by appropriately arranging replies and reinforcers to the activity. The nature of reinforcers relies on the influence that something has on behavior in order to determine whether it is positively reinforcing or punitive. What one youngster may consider to be a beneficial aspect of the test for the ias may not be the same for another child. For instance, food is often considered to be positively reinforcing; nevertheless, for an anorexic girl who gags at the mere thought of eating, it may be seen as punitive. Pain is often seen as a kind of punishment; nevertheless, for a youngster who is concerned with guilt and has masochistic tendencies, experiencing pain may be positively reinforcing or gratifying. In addition, the child’s connection with the adult who is providing the reinforcement or is somehow participating in it will, to some extent, influence the intensity of the reinforcement as well as the path it takes. The participation of a kid’s father in a game of football is more likely to have a good effect on the youngster than the participation of the child’s mother. It is more probable that a star chart that forbids wetting that was created in cooperation with a mother with whom a 6 year old has a good connection would be successful than one that was created in a situation in which the mother and kid were engaged in a significant argument. There are two main categories of reinforcements: primary, or material incentives, such as snacks, sweets, and food; and secondary, or social reinforcements, such as praise and smiles. The term “positive reinforce” refers to situations or the results of behaviors that, when they occur, make the behavior stronger. In the process of negative reinforcement, the reaction is what causes the unpleasant occurrence to end. The reduction or elimination of negative or painful consequences may also serve to enhance or reinforce behavior. For example, if you give a youngster who is screaming ice cream, it may cause the child to stop screaming. It is possible that the adult will continue to feed the toddler ice cream in an effort to quiet the child’s wailing. Reinforcement schedule: B.F. Skinner suggests that, in the beginning of the training process, the trainer should praise the kid for every step that he or she takes in the direction of the objective. However, after the kid has mastered a particular response in the chain, you may begin gradually fading away the reward by reinforcing the response irregularly. This is something you should do once the child has achieved mastery of the response. Continuous reinforcement is required in the beginning stages of the process since it is vital to both retain the person enthusiastic to work and let him know that he is doing correctly. However, after the youngster has learned what “that item” is, you may begin to reinforce the reaction every second time, then every third or fourth time, and eventually maybe even every tenth time. You may persuade a youngster to make a basic answer numerous times for each reinforcement if you fade out the incentive very gradually and have a strong understanding of the ias examination. The precise timing of the reward is something that must be paid close attention to throughout the fading process. If you encourage the youngster precisely once every tenth answer, the child will quickly learn to predict which reaction will earn him a reward and will behave accordingly going forward. Skinner referred to this kind of reinforcement as “fixed ratio reinforcement” due to the fact that the proportion of needed replies to total rewards is always the same and does not change. We may alter the schedule such that sometimes the reward comes after the third answer, sometimes it comes after the twenty response, or any response in between. This would be in place of precisely reinforcing the tenth response.
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