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1. Self dignity2. Stimulation3. Interest4. Social status5. Hard labor6. Concentration
Dignity, self-InterestWarningConcentrationSocial statusHard labor
this is my arrangements to the following words; 1st.
is interest,2nd. Concentration,3rd. self - dignity,4th. hard labor, 5th. stimulation, and the6th. is social status.
Three characteristics of operant conditioning are particularly important to behavior management: a) the reinforcer, b) the reinforcement schedule, and c) the timing of the reinforcement. First, reinforcers have been placed in three categories (Leiberman,2000). Primary reinforcers are reinforcers that require no special training to be effective. These include food, water, and sensory stimulation. Secondary reinforcers are reinforcers whose reinforcing properties have been acquired through experience (typically through second order conditioning). An example of this is the use of a “token economy.” Many teachers use extrinsic rewards such as stamps, tickets, tokens, and play (or real) money to reinforce behavior. These rewards can be redeemed for prizes or privileges. Finally, social reinforcers are reinforcers whose reinforcing properties are derived from the behaviors of members of one’s own species. These reinforcers are typically seen as a blend of primary and secondary reinforcers and include praise, affection, and attention.
In addition to their type, another important characteristic of reinforcers is their saliency, or degree to which an individual prefers the reinforcement. Reinforcers with a high degree of saliency are expected to produce a greater response in the frequency of the operant behavior. Using this logic, David Premack developed a principle (the Premack principle), which argued that operant behaviors of low probability could be reinforced by using access to high-probability behaviors as a reinforcer (1965). For example, if sitting quietly during instruction was a low-probability behavior for a student, access to playing with a preferred toy (a high-probability behavior) could be used as a reinforcer for the operant behavior. Using similar logic, Timberlake and Allison (1974) developed the response deprivation hypothesis, which states that if a high-probability (or highly salient) behavior is deprived, access to that behavior will be reinforcing. In the classroom, this is often used by the introduction of a game or privilege that students highly enjoy. Access to the game is restricted, unless certain behaviors (likely low-probability behaviors) are performed first. A primary conclusion from both of these hypotheses is that teachers looking to find a highly salient reinforcer should look for activities that students prefer to do in their free time (i.e. highly-probable behavior).
1.Self dignity
2.Social status
3.Hard labor
4.Concentration
5.Stimulation
6.Interest
Interest , Self dignity , Social status, Concentration , Stimulation , Hard labor
Interest - The reason why I should be there
Self dignity - Without this, I will have no interest
Concentration - Work place should offer opportunity to concentrate
Social status - This you can build with work you are putting in and levels you achieve with efforts, Hard labour - This is needed, but not mindless hard labour
Stimulation - I least expect this. Stimulation is not something which should bring us to work.
Interest, Concentration, hard labor, social status, self dignity
Intrest
Self dignity
Interest
Concentration
Social Status
Hard Labor
Stimulation
