Psychology Punishment and Reward

1356 WordsDec 3, 20106 Pages
Punishment and Reward Kathryn Brady 538/PSYCH September 12, 2010 Jacqueline Peterson How behavior is selected, reinforced, and motivated is an essential question in psychology. What makes a behavior more likely than a different behavior? There is a lack of agreement among psychologists as to what processes create behavior. The descriptions of motivation are varied and the process by which motivation is created is firmly rooted in two distinct camps: extrinsic motivation and intrinsic motivation. “The concept of intrinsic motivation is distinctively illustrated by… a well-demonstrated experiential state of ecstasy, pleasure, or satisfaction that occurs during the performance of tasks that represent the matching of demand and…show more content…
It creates an opportunity to enhance the child 's moral development. The loss of a privilege motivates the child to learn new social skills so that he can regain the temporarily lost privilege. Helping the child learn new skills strengthens the teacher-child relationship (p. 51). Using logical consequences and removing a privilege, rather than manipulating, bribing, or controlling behavior through a reward system makes a lot of sense to this writer. Response-contingent rewards serve to establish a hierarchy of power. It gives teachers the power and makes students subservient. By using logical consequences in place of rewards, teachers begin to equip children with skills they will use in their adult to adult interactions. Giving children power over themselves, their behavior, and their learning as they mature and prove themselves capable of handling additional responsibilities and privileges sets them up to become self controlled and self determined citizens in the future. An experiment within four cities: Chicago, Illinois; Dallas, Texas; Washington D.C.; and New York City has shown that paying students for performing behaviors related to learning increases achievement, but when payments were awarded for higher test scores, achievement was not increased by any measurable degree. “Providing incentives for achievement-test scores has no effect on any form
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