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Effects of reinforcement and punishment on human behavior
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Motivation towards finishing a specific task has always been around whether you know it or not. Whenever a person is doing something, they can think of two ways that the outcome will be of completing a task; they will get rewarded if they do the task correctly or will be threatened to be hurt or get something taken away from them if they do poorly in that specific task. This article will explain whether reward or punishment is more of a motivation to help someone complete a task that was asked to do so.
Throughout this review the researcher will be explaining whether a reward system will be more efficient to help someone complete a task or if a punishment system can be more efficient to help someone excel at a specific task. The researcher will describe his findings in this topic by citing articles that were used in order to get further knowledge of this topic.
A study that the researcher found that focused on both reward and punishment dilemmas aimed to investigate whether voluntary participation could favor cooperation in common dilemma situations where incentives are insufficient to establish cooperation (Giangiacomo & Flaminio, 2013). The purpose for the article that was found was to shed light on the complex interplay of voluntary participation and incentives, both positive and negative. This research can be helpful for any individual by helping them escape negative incentives and by reducing the commitment of individuals towards the group’s interest.
Some background information that was found during the investigation was that an archetypal model of social dilemmas was made into a public good game, where participants were endowed with a fixed sum of money and chose whether to keep it in their own private account or...
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...howed that a reward system would and did motivate people to do better in a specific activity. Throughout the study, the researcher explained how a reward or punishment system can help motivate someone to do better in a specific activity and the researcher found that a reward system can be more effective than a punishment or just a neutral state of mind.
The articles that were explained throughout this research plan helped the researcher with his study by giving him an idea of what would happen if he would have a few amount of participants or if he only had one type of system that was used throughout the study. The articles helped the researcher by gaining insight on possible ways to carry out the project and find accurate results. And these articles helped the research have an idea of what the results might end up being after the researchers study is complete.
Adam Smith’s moral theory explains that there is an “impartial spectator” inside each of us that aids in determining what is morally and universally good, using our personal experiences and human commonalities. In order to judge our own actions, we judge and observe the actions of others, at the same time observing their judgments of us. Our impartial spectator efficiently allows us to take on two perceptions at once: one is our own, determined by self-interest, and the other is an imaginary observer. This paper will analyze the impartiality of the impartial spectator, by analyzing how humans are motivated by self-interest.
When there is a dilemma that affects a group of people, actions by the right people can be
RESEARCH QUESTION: To what extent is it rational to have if action alone will not make a huge ölçüt ölçüt rtance of even the smallest amount of donation. It would not not be unfair to argue one person giving a tuppence will make a small difference, if it will have any effect at all. This makes one wonder if one is morally free from acting in a moral way if one’s actions will have negligible impact. This kind of thinking is not only popular but it is also seen in many branches of contemporary life; from economics to voting in elections. Is one ought to pay taxes, or vote, for instance — if their individual contribution gets lost in the crowd. This problem is commonly referred to as the free rider problem; meaning, free riding on decent actions of others. This paper will argue that although free riding is being rational in his actions, his actions lack moral grounds, and therefore should be persuaded to act against his moral ideas.
In most people’s minds, the word sacrifice equals self-giving actions and explains selflessness. Under certain conditions, people voluntarily choose to sacrifice their benefits or even lives to achieve other goals. Through Meng Zi’s “Fish and Bear’s Paw”, we know that for most of time, people can only choose one between the two significant events, especially when they are sharply contradictory with each other. Everyone has his or her own value system about the world, and what someone considers the most significant may not worth a lot in others’ value system. Which one should people sacrifice for achieving the other is a question that has no consistent answer. Therefore, sometimes people’s sacrifices are not helpful or even hurt who they originally want to save.
For example, disciplinary punishment is used for reviewing our own actions by committing to personal change and training According to Foucault (1995), “The mechanics of training are to punish. Punish is to exercise because it produces a change and corrects an error” (180). The disciplinary power created a mechanism of control in institutions and can punish and reward in hierarchies. The penalties are used to normalize the behavior. For example, in school’s children are rewarded for their hard work and are disciplined. They are penalties when children do not do their homework. The students are able to learn from the penalties by completing all tasks on
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
In everyday experience one is likely to encounter ethical dilemmas. This paper presents one framework for working through any given dilemma. I have chosen to integrate three theories from Ruggerio Vicent, Bernard Lonergan and Robert Kegan. When making a deceison you must collabrate different views to come to a one conclusion. Ruggerio factors in different aspects that will take effect. Depending on which order of conciousness you are in by Kegan we can closely compare this with Ruggerio's theories also. As I continue I will closely describe the three theories with Kegan and how this will compare with Lonerga's theory combining the three. While Family,
Should this dilemma arise, whether or not the promise is kept must depend upon the particular circumstances of the case. Choosing not to keep a promise in such a situation would be not a demonstration of the promiser's inability to keep his word, but a clear indication of his quite proper awareness that, in deciding what course to take, the promiser has quite properly concluded that the interest of others must be placed before his own. This situation is philosophically interesting in two immediately apparent ways: firstly, because of the questions which it raises concerning the ways in which a present or future obligation might be argued to exist in relation to a promise given in the past; secondly, because it is possible to imagine a society in which the concept of keeping promises does not exist, so that the notion of individuals ever placing the interests of others before their own would simply not arise.... ... middle of paper ... ..."
An ethical dilemma is only examined in a situation which has the following conditions; the first condition takes place in a situation, when an individual has to make a decision on which course of action is best. The second condition is there must be more than one course of action to choose from. The third action is no matter what course of action is taken, certain ethical principles are conceded. In other terms, there is no perfect result. When defining what forms an ethical dilemma, it is important to make a division between ethics, morals, values, laws and policies.
Lindskold, S, Banoma, T, Schlenker, B & Tedeschi, J 1972, ‘Factors affecting the effectiveness of reward power’, Psychonomic Science, Springer-Verlag, vol. 26, no, 2, pp. 68-70
Morality is central to all rational beings, whereby a moral action is one determined by reason, rather than our personal desires as suggested by Kant (1785) in contrast to Hume. (1738). Furthermore, Kant suggests that an action is moral only on account of its being reasoned, therefore the moral worth of an action is determined by its motives and not by its consequences. Exploring the works of Hume (1738) and Kant(1785) on morality and ethics, we will ask the question whether we should do what is morally right, even when you could profit by doing something wrong, and furthermore, we shall discuss morality as a type of game, yet something you cannot opt out of, as something Foot describes as 'inescapable'. (Foot 1972: 311).
.... I feel that in most cases, once a student has been punished through negative reinforcement for doing wrong, the student will attempt to correct such behavior in the future to avoid punishment. In addition, positive reinforcement should be given for those students who are the majority and behave, as well as for the students who are occasional troublemakers because positive reinforcement helps show what is correct behavior in response to bad behavior.
The reward system is a beneficial behavioral modification teaching method, which promotes more positive behaviors in the classroom (Charles & Barr, 2014). Many teachers generally use the reward method of praise within their classrooms for a variety of reasons. The first advantage of using praise within the classroom is because it encourages students do repeat positive behaviors in the classroom. Many children are simply looking for attention and enjoy it, which makes it a great technique to use in the classroom (Charles & Barr, 2014). Another advantage for this reward type is that due to the encouragement, the students are able to perform at a better rate; students excel academically. A final advantage to using praise is that it is easily implemented into the classroom and requires little to no preparation. This makes the reward method a great addition for teachers as well as students because students get instant feedback without
In daily life, we need motivation to improve our performance in our job or in studies. Motivation is an internal force, dependent on the needs that drive a person to achieve. In the other words, motivation is a consequence of expectations of the future while satisfaction is a consequence of past events (Carr, 2005). We need to give reward to our self when we did correctly or we has achieve our target. Reward is something that we are given because we have behaved well, worked hard, or provided a service to the community. Theories of motivation can be used to explain the behavior and attitude of employees (Rowley, 1996; Weaver, 1998). The theories include content theories, based on assumptions that people have individual needs, which motivate their action. Meanwhile according to Robbins (2001), motivation is a needs-satisfying process, which means that when a person's needs are satisfied by certain factors, the person will exert superior effort toward attaining organizational goals. Schulze and Steyn (2003) affirmed that in order to understand people’s behavior at work, managers or supervisors must be aware of the concept of needs or motives which will help “move” their employees to act.Theories such as Maslow (1954), McClelland (1961), Herzberg (1966) and Alderfer (1969) are renowned for their works in this field. The intrinsic reward or also be known as motivators factors is the part of Herzberg motivation theory. Motivators are involve factors built into the job or the studies itself such as achievement, recognition, responsibility and advancement. Hygiene factors are extrinsic to the job such as interpersonal relationship, salary, supervision and company policy (Herzberg, 1966. There have two factors that are called hygiene fac...
... determine its utility (Lerman & Vorndran, 2002). Ultimately, “if punishment is necessary, it should always be used in combination with positive reinforcement” (Luthans, 1977, p.517).