Ads
related to: reward system for behavior students worksheets examples printable
Search results
Results From The WOW.Com Content Network
The reward system (the mesocorticolimbic circuit) is a group of neural structures responsible for incentive salience (i.e., "wanting"; desire or craving for a reward and motivation), associative learning (primarily positive reinforcement and classical conditioning), and positively-valenced emotions, particularly ones involving pleasure as a core component (e.g., joy, euphoria and ecstasy).
Investigation of the brain reward circuitry reveals that it consists of a distributed, multi-synaptic circuit that determines both BSR and natural reward function. [1] The natural drives that motivate and shape behavior reach the reward circuitry trans-synaptically through the peripheral senses of sight, sound, taste, smell, or touch.
If the systems are assumed to be functionally related, the effect of a given stimulus is dependent upon the strength of that stimulus, reactivity in the activated system, and strength of the competing system. [3] Thus, for a reward, the behavior output from BAS is dependent on the strength of the reward, activation of the BAS, and inhibition ...
Incentive salience is a cognitive process that grants a "desire" or "want" attribute, which includes a motivational component to a rewarding stimulus. [1] [2] [3] [9] Reward is the attractive and motivational property of a stimulus that induces appetitive behavior – also known as approach behavior – and consummatory behavior. [3]
The reward theory of attraction claims that people are attracted to individuals exhibiting behaviors that are rewarding to them or whom they associate with rewarding events. [1] Individuals seek to develop strong relationships with those who provide positive and fulfilling interactions that require little to nothing in return.
Just as "reward" was commonly used to alter behavior long before "reinforcement" was studied experimentally, the Premack principle has long been informally understood and used in a wide variety of circumstances. An example is a mother who says, "You have to finish your vegetables (low frequency) before you can eat any ice cream (high frequency)."