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Solving pet problems
Published in Clive R. Hollin, An Introduction to Human–Animal Relationships, 2021
The Fukuzawa and Hayashi study highlights the issue of continual versus intermittent reinforcement schedules. When a continuous schedule is in operation every occurrence of the behaviour is rewarded. With an intermittent schedule the behaviour may be reinforced after a set time or number of behaviours (a fixed schedule) or after a variable time or number of behaviours (an intermittent schedule). The use of schedules is of practical importance in behaviour acquisition and change (e.g., Hulac, Benson, Nesmith, & Shervey, 2016). It may be effective to use continuous reinforcement at the early stages of behaviour acquisition followed by a variable schedule to maintain the behaviour. The importance of the timing of training sessions is highlighted by Demant, Ladewig, Balsby, and Dabelsteen (2011), who compared the effects of several combinations of frequency and duration of training sessions. They found that shorter training sessions held once or twice a week are more effective than long daily sessions.
Behavior management
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
Although most children can function with delayed or intermittent reinforcement, others, because of the severity of their condition or existence of problem behaviors, need more immediate reinforcement to change a behavior. Any delay between the response and reward will diminish the probability that the inappropriate behavior will occur or be maintained. Immediate reinforcement is more effective when teachers are developing a new behavior, because children can easily be motivated to emit a specific response (behavior) that is being reinforced frequently. However, teachers should strive to eventually use intermittent reinforcement in order to sustain the behavior and to approximate more closely the conditions needed for effective instruction. Likewise, by increasing the reward lag time, teachers can gradually switch to delayed or intermittent reinforcement, which more closely approximates real-world conditions.
Intervening with consequences
Published in E. Scott Geller, Working Safe, 2017
Notice that the “worker” in this picture does not receive a reward for every cast. In fact, he’s on an intermittent reinforcement schedule. He catches a fish once in a while. This kind of reward schedule is most powerful in maintaining continuous behavior. Anyone who has gambled understands. Some say gambling is a disease, when in fact gambling is behavior maintained by intermittent rewarding consequences.
The Interaction Effects of Frequency and Specificity of Feedback on Work Performance
Published in Journal of Organizational Behavior Management, 2019
Jin-A Park, Douglas A. Johnson, Kwangsu Moon, Jaehee Lee
Feedback delivered with great frequency may operate in a somewhat similar manner. As noted earlier, corrective feedback could potentially operate as a CMO-R. One feature of a CMO-R is that it includes a self-terminating feature (Johnson & Akpapuna, 2018), in that it evokes behaviors that will lessen or remove the motivating operation (i.e., the employee works to eliminate the warning and the correlated threat). Once the value-altering properties of the CMO-R are weakened, the behavior-altering properties will also cease until the CMO-R is re-established (i.e., the threat is gone until a new threat is delivered). Frequent corrective feedback may involve a more frequent establishment of the CMO-R, resulting in an overall higher frequency of desired performance. As a consequence for behavior, frequent feedback will result in a denser schedule of reinforcement than infrequent feedback, which may be an important consideration if one is dealing with a well-learned or new performance given the differences in effectiveness of continuous reinforcement and intermittent reinforcement for the development and maintenance of behavior.
A History of Organizational Behavior Management
Published in Journal of Organizational Behavior Management, 2022
Dale M. Brethower, Alyce M. Dickinson, Douglas A. Johnson, C. Merle Johnson
One lesson is that innovators sometimes fail but keep on trying. Life is full of intermittent reinforcement. Jonas Salk, who discovered the polio vaccine, stated, “There is no such thing as failure, there’s just giving up too soon.” The IBRPI founders and staff had not found a market for programmed language learning. IBRPI failed, but Rummler and Odiorne kept programmed learning workshops. Innovators in OBM learn from both successes and failures.