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The basic principles of IAS Examination are that when a behavior occurs and is followed.By reinforcement, it is more likely to occur again in the future. A great deal of our behaviorHas been learned because it has been rewarded. For example you study because you may find it reinforcing in terms of marks attained, praise from your colleagues. Many responses can be made to occur more frequently by following it with reinforcement. The behavior can be shaped and molded by appropriate arrangements of responses and reinforces. Nature of Reinforces Whether something is positively reinforcing or punishing depends on the effect it has on behavior. What may be positively thought about Exam for IAS, to one child may not be so for another. For example, usually food will be positively reinforcing but to an anorexic girl who hates the sight of food it may be punishing. Pain is usually punishing, but to child preoccupied guilt with masochistic tendencies it will be positively reinforcing or rewarding. Further, the strength and direction of reinforcement will depend to some degree on the child’s relationship with the person administering or involved in it. A game of football is likely to be more positively reinforcing for a boy if it involves his father than his mother. A star chart forbid wetting worked out in co-operation with a mother with whom a 6 year old has a good relationship is likely to be more effective than if the mother and child are in serious conflict. Reinforcements are broadly into two types: primary or material rewards, snacks sweets, food secondary or social rewards such as praise, smile. Events or consequences which strengths behavior when they are presented is called positive reinforce. In negative reinforcement the response cause the termination of painful event. Removal of painful or unpleasant consequences can also strengthen or reinforce behavior. For instance, offering screaming child an ice cream may result in a child stopping screaming. The adult is likely to continue to give ice cream to stop child screaming Schedule of Reinforcement: According to Skinner, at the beginning of training you should reward each and every move the child makes toward the goal. However, once the child has mastered a given response in the chain, you may begin slowly fading out the reward by reinforcing the response intermittently. Continuous reinforcement is necessary at first, both to keep the individual eager to perform and to let him know that he is doing something right. However, once the child learns what that something” is, you may begin reinforcing the response every second time, then every third or fourth time, then perhaps every tenth time. And have good knowledge of IAS Examination, if you fade out the reward very gradually, you can get a child to make a simple response several times for each reinforcement. During the fading process, the exact scheduling of the reward is crucial. If you reinforce exactly every tenth response, the, child will soon learn to anticipate which response will gain him reward. Skinner calls this fixed ratio reinforcement, because the ratio between the number of responses required and the rewards given is fixed and never varies. Instead of reinforcing exactly the tenth response, we can vary the schedule so that sometimes the third response yields reward, sometimes the twentieth or any response in between.
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