A model of student learning processes is presented, based on the theory originally set forth by Benjamin Bloom that as much as three quarters of the differences in achievement among students is dependent on the attitudes, knowledge, and skills which students bring to a learning task. The model focuses on a specific learner approaching a specific…

The philosophy - and some methods - of positive reinforcement in student and faculty evaluation. (Editor)

AN EXPERIMENT TO COMPARE SPACED NEGATIVE REINFORCEMENT, MASSED NEGATIVE REINFORCEMENT, AND POSITIVE REINFORCEMENT IN AUTOMATED TEACHING IS DESCRIBED. THREE GROUPS OF COLLEGE FRESHMEN WERE USED IN THE STUDY. EACH GROUP WAS GIVEN INSTRUCTIONAL MATERIAL CONTAINING AMBIGUOUS IMFORMATION INTERSPERSED AMONG MEANINGFUL INFORMATION. ONE GROUP RECEIVED A…

Shows how one teacher responds to remedial writing students' papers by emphasizing the discussion of ideas in class and talking about sentences in conferences. (RL)

This study employs a factorial design to investigate the efficacy of all possible combinations of modeling, praise, and criticism as a means of teaching empathic responding to counselor trainees. Results indicate a significant effect for modeling and stage of training. Discussion focuses on the critical elements of effective feedback techniques.…

In this issue, two teachers and a principal offer their perspective on classroom practices that can enhance students' learning experiences and keep them motivated and engaged. Ted Nussbaum, a primary teacher at a Eugene, Oregon, school serving primarily at-risk students, shows his enthusiasm and excitement at his students' learning progress, sets…

The study compared sentence elaboration, verbal praise, and information feedback training on paired-associate learning; and compared treatments on four second-list transfer paradigms (facilitative, neutral, and interfering). One hundred twenty middle class, high I.Q. second graders were trained to criterion, then given three trials on the transfer…

Process reinforcement is proposed as a reinforcement method that is more comfortable, personal, comprehensive, and interactive than traditional behavior modification. Process reinforcement strengthens desired behaviors by engaging learners in a one-on-one examination of how they achieved correct responses and by practicing comfortable eye contact…

A preview of statistical data from previous studies determined the benefits of positive reinforcement on learning in students from kindergarten through college. Results indicate that differences between reinforced and control groups are greater for girls and for students from special schools and that reinforcement appears to have a strong effect…

The reinforcing characteristics of bonus feedback were investigated, as 130 children from both regular and resource classrooms in grades two-four were taught time-telling using a microcomputer-controlled videodisc system. No significant differences were found among five feedback conditions used, indicating that bonus feedback had little positive…

Procedures for actually teaching effective listening in a second language (which is frequently tested rather than taught) include: preparing learners to listen; providing support during listening; assigning appropriate tasks; providing positive feedback; and revising teaching notes. (Author/CB)

In this study, four teachers each taught a composition course at a community college in which they pointed out only those aspects of the students' work which were praiseworthy. On student essays, in their logs, during in-class activities, and during conferences, students were given only positive feedback. The objective of this approach was not to…

A controlled study investigated the impact of systematic praise techniques on 145 sixth-grade students' self-esteem. Eighty-five students comprised the experimental group, and 60 students made up the control group. The study was initiated in order to explore the link between self-esteem and academic achievement. The attempt to increase student…