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Thiago F. A. França; Sabine Pompeia – International Journal of Behavioral Development, 2025
Adolescent risky behaviors are often interpreted as products of self-control failures stemming from a developmental mismatch between reward processing and cognitive control systems. However, adolescents -- much like adults -- may also engage in risky behaviors because of conscious and deliberate (even if objectively poor) decisions. It is not easy…
Descriptors: Adolescents, Adolescent Development, Risk, Risk Management
Taatgen, Niels A. – Journal of Problem Solving, 2011
The minimal control principle (Taatgen, 2007) predicts that people strive for problem-solving strategies that require as few internal control states as possible. In an experiment with the Abstract Decision Making task (ADM task; Joslyn & Hunt, 1998) the reward structure was manipulated to make either a low-control strategy or a high-strategy…
Descriptors: Problem Solving, Abstract Reasoning, Decision Making, Learning Strategies
Todd, Teri; Reid, Greg; Butler-Kisber, Lynn – Adapted Physical Activity Quarterly, 2010
Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included…
Descriptors: Physical Activities, Self Efficacy, Autism, Goal Orientation

Schwarz, J. Conrad; And Others – Child Development, 1983
Choices between an immediate reward and a delayed reward of higher value were presented to 66 children three, four, and five years of age who had been randomly assigned to short or long conditions of delay. Regardless of age, children did not choose the delayed reward. (Author/MP)
Descriptors: Delay of Gratification, Preschool Children, Rewards, Self Control
Liebert, Robert M.; and others – Child Develop, 1969
Study supported in part by U.S. Office of Education, OEG-2-7-070002-3005.
Descriptors: Self Control, Self Reward, Social Development, Socialization

Hayes, Steven C. – Journal of Applied Behavior Analysis, 1985
Two studies involving college students examined mechanisms responsible for observed self-reinforcement effects. Results seemed to support the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. (CL)
Descriptors: Behavior Modification, College Students, Positive Reinforcement, Self Control
Horan, John J.; And Others – 1974
This series of papers was presented in a symposium on behavior therapy. Each paper represents a separate study focusing on one aspect of behavior modification. The issue of reinforcement is prominant with regard to its type and source. Methods of self-reinforcement and older-peer modeling are studied. The suggestion that subjects who reinforce…
Descriptors: Behavior Change, Behavioral Science Research, Conferences, Operant Conditioning

Conway, John B. – Journal of Consulting and Clinical Psychology, 1977
Smokers (N = 90) were assigned to 10 treatment conditions; another 20 smokers were included in a no-apply control group. The treatment effects of aversive conditioning were negligible, and in some instances they were surpassed by the effects of controls for nonspecific treatment factors and placebo effects. (Author)
Descriptors: Behavior Change, Behavior Patterns, Conditioning, Helping Relationship

Premack, David; Anglin, Brian – Journal of Abnormal Psychology, 1973
Paper presented at Conference on New Approaches to Behavioral Research on Smoking sponsored by the American Cancer Society in Tucson, Arizona, on March 30 and 31, 1972. (DS)
Descriptors: Behavior, Individual Development, Motivation, Psychological Studies

Anderson, William H., Jr.; Moreland, Kevin L. – Merrill-Palmer Quarterly, 1982
Results supported the hypothesis that first graders whose self-verbalizations contained an instrument rationale (e.g., "If I wait, I'll get another cookie") would delay gratification longer than those whose self-verbalizations contained a moralistic rationale (e.g., "It is good to wait"). (MP)
Descriptors: Delay of Gratification, Grade 1, Individual Differences, Reinforcement

Wall, Shavaun M.; Bryant, N. Dale – Psychology in the Schools, 1979
The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. Suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful techniques. (Author)
Descriptors: Academic Achievement, Educational Programs, Elementary School Students, Performance Factors

Koegel, Robert L.; Koegel, Lynn Kern – Journal of Applied Behavior Analysis, 1990
The study assessed whether 4 students (ages 9-13) with severe autistic disabilities could learn to use a self-management treatment package to reduce stereotypic behavior. Use of the procedures greatly reduced levels of stereotypic behavior. Improvement also occurred for extended periods of time in new settings without the presence of a treatment…
Descriptors: Autism, Behavior Change, Behavior Modification, Behavior Problems
Tabor, Whitney; Hutchins, Sean – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
Dynamical, self-organizing models of sentence processing predict "digging-in" effects: The more committed the parser becomes to a wrong syntactic choice, the harder it is to reanalyze. Experiment 1 replicates previous grammaticality judgment studies (F. Ferreira & J. M. Henderson, 1991b, 1993), revealing a deleterious effect of lengthening the…
Descriptors: Self Control, Sentences, Sentence Structure, Language Processing
Simkins, Lawrence; Kingery, Martha – J Psychol, 1970
Descriptors: Behavior Patterns, Behavioral Science Research, Motivation, Perception

Jones, Russell T.; Evans, Helen L. – Journal of Educational Psychology, 1980
Following trials in which children self-administered prizes, subjects in the stringent-demand group performed significantly better, during both the incentive and the extinction conditions, on time at task, number of correct problems, and number of problems attempted, than did subjects in lenient-demand and control groups. (Author/CP)
Descriptors: Behavior Modification, Elementary Education, Elementary School Mathematics, Problem Solving