The Power of Reinforcement

Stephen Ray Flora

Description

2004 CHOICE Outstanding Academic Title

According to Stephen Ray Flora, reinforcement is a very powerful tool for improving the human condition despite often being dismissed as regarding people as less than human and as "overly simplistic." This book addresses and defends the use of reinforcement principles against a wide variety of attacks. Countering the myths, criticisms, and misrepresentations of reinforcement, including false claims that reinforcement is "rat psychology," the author shows that building reinforcement theory on basic laboratory research is a strength, not a weakness, and allows unlimited applications to human situations as it promotes well-being and productivity. Also examined are reinforcement contingencies, planned or accidental, as they shape behavioral patterns and repertoires in a positive way.

Acknowledgments

Introduction

Part I: Myths and Misrepresentations of Reinforcement

1. Reinforcement as "Rat Psychology"

2. Insults and Mischievous Misrepresentations: M&Ms for the Retarded

3. Carrot-and-Stick Control, Bribery, and Value

4. The Myth that "Extrinsic Rewards Undermine Intrinsic Interest"

5. The Reality of Extrinsic Rewards and Intrinsic Motivation

6. Reinforcement Crushes Creativity

7. Reinforcement Creates Creativity

8. The Myth that Imitation and Instruction Following Invalidate Reinforcement Theory

Part II: For Better or Worse. In Sickness and in Health: Reinforcement in Action

9. Reinforcement of Achievement and Underachievement

10. Reinforcement in Education

11. Reinforcement in Drug Use, Abuse, and Treatment

12. Reinforcement and Crime, Misconduct, and Correction

13. Reinforcement in the Cause, Course, and Correction of Depression, Chronic Pain, and Illness

References

Appendix 1. The Selection of Behavior

Appendix 2. Basic Terms

Name Index

Subject Index

Sujets

• Behaviorism
• Educational psychology

Informations

• Publié par: State University of New York Press
• Date de parution: 01 février 2012
• Nombre de lectures: 0
• EAN13: 9780791485989
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

T HE P OWER OF R EINFORCEMENT

SUNY series, Alternatives in Psychology Michael A. Wallach, editor

T HE P OWER OF R EINFORCEMENT

Stephen Ray Flora

STATE UNIVERSITY OF NEW YORK PRESS

Published by State University of New York Press, Albany

© 2004 State University of New York

All rights reserved

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207

Production by Diane Ganeles Marketing by Jennifer Giovani

Library of Congress Cataloging in Publication Data Flora, Stephen Ray, 1963– The Power of reinforcement / Stephen Ray Flora. p. cm. — (SUNY series, alternatives in psychology) Includes bibliographical references and index. ISBN 0-7914-5915-2 (alk. paper) — ISBN 0-7914-5916-0 (pbk : alk. paper) 1. Reinforcement (Psychology) I. Title. II. Series.

BF319.5.R4F58 2004 153.8’5—dc21

10 9 8 7 6 5 4 3 2 1

2002045264

1. 2.

3. 4.

5. 6. 7. 8.

9. 10. 11.

Acknowledgments Introduction

C ONTENTS

Part I Myths and Misrepresentations of Reinforcement Reinforcement as “Rat Psychology” Insults and Mischievous Misrepresentations: M&Ms for the Retarded Carrot-and-Stick Control, Bribery, and Value The Myth that “Extrinsic Rewards Undermine Intrinsic Interest” The Reality of Extrinsic Rewards and Intrinsic Motivation Reinforcement Crushes Creativity Reinforcement Creates Creativity The Myth that Imitation and Instruction Following Invalidate Reinforcement Theory

Part II For Better or Worse. In Sickness and in Health: Reinforcement in Action Reinforcement of Achievement and Underachievement Reinforcement in Education Reinforcement in Drug Use, Abuse, and Treatment

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vii ix

3

23 27

39 61 75 83

105

117 127 155

12. 13.

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T H E P O W E R O F R E I N F O R C E M E N T

Reinforcement and Crime, Misconduct, and Correction Reinforcement in the Cause, Course, and Correction of Depression, Chronic Pain, and Illness

References Appendix 1. The Selection of Behavior Appendix 2. Basic Terms Name Index Subject Index

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199

225 245 251 259 265

A CKNOWLEDGMENTS

his book would not have been possible without the support and help T of my parents, Glenda Christine Flora and Joseph Martin Flora. Although that may sound like a cliche, as the introduction reveals, in this case the cliche holds true. Additionally, my mother served as the reader and editor of the first draft and other early drafts. After each convenient breaking point I mailed the work to her in North Carolina. Ever the out- standing English composition teacher, soon she returned the work marked with writing and grammatical corrections and other suggestions for improvement. Often she or my father included useful articles and refer- ences about the material that contributed to the richness of the work. My father offered several kind suggestions to make the work less polemic yet still remain convincing. My parents’ steady support and encouragement was invaluable. I have been fortunate to have numerous outstanding teachers (too numerous to give them all proper credit) that have been instrumental in shaping my academic accomplishments, including this book. Specifically, my major professor at the University of Georgia, William B. Pavlik, not only gave me stimulating experimental problems to work on (e.g., “rule governed behavior and reinforcement”) and opened his laboratory to me, but he also opened his office and home to me. Taking turns at the key- board, I learned to write concisely in Dr. Pavlik’s basement. His guidance, early collaboration, and warmth set me down the path that led to this work. The first seed of this book may have been sown as an undergraduate in Dr. David Eckerman’s advanced learning course at the University of North Carolina. For my term paper in Dr. Eckerman’s class I attempted to explain the material of my social psychology class in terms of basic learn-

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T H E P O W E R O F R E I N F O R C E M E N T

ing and reinforcement processes. Dr. Eckerman has remained a touchstone for me over the years and has been highly supportive of my work. Philosopher Bruce Waller was kind enough to be one of the first read- ers of a completed part 1. Although I had requested a harsh critical read- ing and marking, his feedback consisted almost exclusively of reinforcing comments. Although I did not realize it until I got it, his reinforcing sup- port was exactly what I needed to press on and his tips lightened the load. Likewise, Molly Burdette was a supportive early reader of many parts of the book. In fact, James “Bubskiluv” and Molly Burdette kindly let their family (Brendan, Katie, Colin, Brigid) become my surrogate family during the largely solitary endeavor of writing this book. They let me in the back door, fed me, and like a stray dog I never left. Attendance at the yearly meetings of the Winter Conference on Animal Learning (first suggested by Dr. Pavlik) and the Association for Behavior Analysis have become invaluable as sources of inspiration and information. Already familiar with his work, at an early meeting of the Winter Conference I was fortunate to meet Professor Robert Eisenberger. Since that meeting he and his work have remained an inspiration. In fact Eisenberger’s work forms the basis for much of this book. Robert Eisen- berger has kept me involved in the area, provided me with any information or material I needed and is an untiring source of support and kindness. Other constant supporters during the sometimes dark and stormy seas of my life during the writing of this book who deserve acknowledgment include Robert Morgan, Coreena Casey, Jane Kestner, Paul Weisbecker, and again my parents. Although I have had great editorial, grammatical, and spelling sup- port, given my atrocious spelling and grammar skills, no one could be expected to catch all my errors. I am solely responsible for all errors that remain. I understand that the final tasks of an author before a book ends up in a reader’s hands is the proofreading of the page proofs and the com- pilation of the indexes. These tasks would have been brutally tedious, soli- tary, and frustrating for me, but Sarah Holowach’s assistance made the work humorous and fun. Thank you all.

I NTRODUCTION

hy do some children skip school to get drunk, “high,” or “wasted” on W drugs, while other children get to school on time, work hard on their homework, and participate in extracurricular activities such as bands, debate clubs, interscholastic athletics, or plays? It is for the same reason that one child with severe developmental disabilities bangs his head on the floor and repeatedly hits himself in the head until the cumulation of blows results in detached retinas and blindness while another child with equally severe developmental disabilities dresses and eats independently and uses sign language to communicate his wants and needs instead of relying on self-abuse. It is for the same reason that one elderly person takes numer- ous prescription drugs for pain, constantly complains of her ailments, and frequently visits the doctor while another elderly person in the same phys- ical condition takes no prescriptions, hardly ever complains, or visits the doctor but instead attends continuing education classes at the local college, helps her grandchildren with their homework, and participates in book and dance clubs. The reason why all these people do what they do—the reason whyeveryonedoes what they do—is thatpeople do what they are reinforced for doing. Reinforcement is a basic process in nature. Understanding the rein- forcement process is one way to understand behavior—why people do what they do. Other frameworks can be used to understand behavior. One can use a physiological or biological framework or one can use a poetic or artistic approach to understand behavior. While other approaches to explain behavior may have their place, explaining behavior from a rein- forcement perspective has the advantages of being straightforward, directly observable, testable, and parsimonious (as simple as possible without “excess explanatory baggage”), and most important, when the reinforce-

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