Research Paper
Self-control programs, in which one is taught to control one’s own behavior by devising antecedent and consequent events, have been gaining in popularity for quite some time now. A central aspect of these programs is self-reinforcement, in which a subject self-administers reinforcers dependent upon requisite performance. Self-reinforcement techniques have been shown to alter therapeutically a wide variety of behaviors, including studying, eating, depression and smoking, in both educational and clinical settings (Nelson, Hayes, Spong, Jarrett & McKnight, 1983). Although self-reinforcement techniques are generally regarded as being effective, the processes underlying self-reinforcement are widely debated. One argument is that self-reinforcement is realistically a form of reinforcement, in that the consequences delivered by oneself have a direct affect upon response frequency. According to this argument, an increase in response frequency is presumed to occur whether the positive consequence is self-administered or externally-administered. An alternative explanation is the cuing view, which posits that only external environmental events ultimately control response frequency: self-administered consequences serve as cues
Some topics in this essay:
Rosenfarb Zettle, METHOD Procedure, Jarrett McKnight, Ziesat Rosenthal, Greiner Karoly, Van Zoost, INTRODUCTION Self-control, Hefferman Richards, Johnson White, JANE DOE, response frequency, intervention phase, study conducted, van zoost 1972, greiner karoly 1976, hayes spong, van zoost, jarrett mcknight, spong jarrett, jackson van zoost, mcknight 1983, wulfert rosenfarb zettle, karoly 1976, rosenfarb zettle 1986, tichenor 1977,
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Approximate Word count = 1883
Approximate Pages = 8 (250 words per page double spaced)
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