ABSTRACT
The application of positive reinforcement builds up a pleasurable association between accomplishing the task and a reward. For children, rewards or reinforcers may be material, such as toys or some enjoyable activity; token, such as stamps, gold stars, or jelly beans; or social, such as the goodwill and recognition of the teacher. When tangible rewards such as gold stars and money are offered, contingent on performance in a task, or are delivered unexpectedly, intrinsic interest already present may be maintained. Through the early stages of mass education, good discipline and motivation were very much associated with severe punishment techniques – belting, starving, stuffing children's mouths with paper, pulling children's hair or ears, shaking, detentions, loss of privileges, and extra assignments. Other features in common are presenting new material in small steps, modeling learning and guided practice, ‘think alouds’ by teachers and students, regulating the level of difficulty in the task, cueing learning, providing systematic corrections and feedback, supporting student corrections.
