Log In Sign up
The largest database of trusted experimental protocols
> Procedures > Therapeutic or Preventive Procedure > Positive Reinforcement

Positive Reinforcement

Positive reinforcement is a behavioral technique in which a favorable response or reward is presented to an individual following a desired behavior, in order to increase the likelihood of that behavior occurring again in the future.
This method is widely used in various fields, such as psychology, animal training, and education, to encourage and reinforce desirable actions.
By providing positive consequences for specific behaviors, positive reinforcement can effectively shape and modify an individual's behavior over time, leading to improved outcomes and enhanced learning.
While the concept may seem straightforward, the application of positive reinforcement requires careful consideration and implementation to ensure its effectiveness and avoid potential pitfalls.
Researcers and practitioners must consider factors such as the timing, frequency, and nature of the rewards, as well as individual differences and contextual factors that can influence the efficacy of this approach.

Most cited protocols related to «Positive Reinforcement»

1
Multifaceted Weight Loss Intervention Protocol
Cited 15 times
Randomization was stratified according to sex and was generated in blocks of 3 and 6 with the use of a Web-based program. The research staff who notified participants of their assignment were not involved in the collection of follow-up data.
Participants had an equal chance of being assigned to any one of the three study groups. The theoretical framework for the two active interventions was based on social cognitive theory and incorporated behavioral self-management approaches designed to help participants set weight-related goals, self-monitor weight and weight-related behaviors (exercise and reduced calorie intake), increase self-efficacy and social support, and solve problems. These approaches were modeled on those tested in previous trials.15 (link)–17 (link) Motivational interviewing was the primary approach to interactions with participants. Participants in the two intervention groups were encouraged to lose 5% of their baseline weight within 6 months and to maintain the reduced weight until the end of the study. Table 1 shows the key features of the two intervention groups. (For more information on the interventions, see the protocol and the Supplementary Appendix, available at NEJM.org.)
Participants in both intervention groups were encouraged to log on to the study-specific Web site weekly. The Web site contained learning modules; opportunities for self-monitoring of weight, calorie intake, and exercise; and feedback on progress in these key behaviors. Each participant who was assigned to an active intervention received automated monthly e-mail messages summarizing his or her progress. Automated re-engagement e-mail messages were sent to participants who had not logged on to the Web site in the preceding 7 days.
Weight-loss coaches encouraged participants to complete the learning modules and provided positive reinforcement of key behaviors, with an emphasis on self-monitoring of weight, calorie intake, and exercise. Individual sessions (in person or by telephone) were approximately 20 minutes long; group sessions conducted for the group receiving in-person support typically lasted 90 minutes. Participants in both intervention groups were offered weekly contact with coaches during the first 3 months (nine group sessions and three individual sessions for participants receiving in-person support, and 12 weekly calls for those receiving only remote support). During the next 3 months, participants receiving in-person support were offered three monthly contacts (one group session and two individual sessions), whereas the group receiving only remote support were offered 1 call each month. For the remainder of the study, participants in the group receiving in-person support were offered two monthly contacts (one group session and one individual session, with the latter conducted either in person or by telephone), and the group receiving only remote support continued to be offered monthly calls.
The coaches for the group receiving in-person support were employees of Johns Hopkins University, and the coaches for the group receiving only remote support were employees of Healthways. Coaches were trained before enrollment of the first participant and on a quarterly basis thereafter. The topics covered included behavioral theory and strategies, basic nutritional and exercise guidelines, motivational interviewing techniques, and study procedures, including use of the intervention Web site. To assess fidelity to the protocol and to promote motivational interviewing techniques, a case-management team observed the coaches and provided feedback monthly for the first 3 months of the study and quarterly thereafter.
Participants in the control group met with a weight-loss coach at the time of randomization and, if desired, after the final data-collection visit, at 24 months. They also received brochures and a list of recommended Web sites promoting weight loss.
Appel L.J., Clark J.M., Yeh H.C., Wang N.Y., Coughlin J.W., Daumit G., Miller ER I.I.I., Dalcin A., Jerome G.J., Geller S., Noronha G., Pozefsky T., Charleston J., Reynolds J.B., Durkin N., Rubin R.R., Louis T.A, & Brancati F.L. (2011). Comparative Effectiveness of Weight-Loss Interventions in Clinical Practice. The New England journal of medicine, 365(21), 1959-1968.
Publication 2011
Case Management Conditioning, Psychology Positive Reinforcement Self-Management
2
Canine Habituation for fMRI Research
Cited 14 times
Although this research does not require the use of lab animals (e.g. purpose-bred research dogs), not all dogs are appropriate for this type of research. We recruited dogs who were already well-socialized with humans, specifically pet dogs and their owners. Prior to scanning, the dogs were evaluated for appropriate temperament. Ideal characteristics included calmness, evidence of curiosity, not fearful of strangers or other dogs, calmness when transitioning to novel environments, not afraid of loud noises, not afraid of heights, the ability to remain relaxed in an enclosed environment, and most importantly, evidence of motivational drive during training. This last characteristic was important given the sedentary nature of the task on which they were to be trained. The dogs underwent extensive behavioral training to acclimate them to the MRI environment. To do this, we constructed two MRI simulators, which consisted of exact replicas of the head coil, a tube of approximately the same dimensions of the inner bore of the MRI, a patient table within the tube, all of which was placed on a collapsible table at the approximate height of the scanner table. Recordings of the scanner sequences were played through a P.A. system aimed at the simulator. Sound pressure levels were verified with a handheld decibel meter and confirmed at 95–96 dB. The simulators were located at the owners' homes or the training facility to allow for daily training and to let the dogs become comfortable with the apparatus in a familiar environment.
Only positive reinforcement, in combination with behavioral shaping, conditioning and chaining, were used in the training process, which took place over a period of 2 months. First, dogs were trained to place their head and paws in the head coil. Next, they were trained to place their chin on a foam bar placed horizontally across the head coil and hold this position until a release signal. The length of the hold was gradually increased up to 30 s. The chin rest was subsequently modified to a custom fit based on the chin shape. When the dogs were able to do this consistently with no discernible head motion, they were next trained to do this wearing canine ear muffs, which were initially introduced to the animals apart from the coil simulator. Concurrent with the initial sequences of the training, recordings of the scanner noise were introduced at low volume. Once the animal became conditioned at a low volume, the volume was gradually increased. After each dog reached a hold time of 30 s within the coil simulator, recordings of the scanner noise were introduced at low volume while the dog remained stationary in the coil. Once the dog demonstrated relaxed behavior, the volume was gradually increased. When the dogs were comfortable wearing the ear muffs in the head coil with the scanner noise of approximately 90 dB, they were then trained to go into the MRI tube which had been placed on the floor. This was not difficult, and subsequently, the simulated head coil was placed inside the tube. Finally, after the dog was consistently holding its head still in this configuration, the entire apparatus was raised on a table to the height of the actual scanner patient table. At this point, the dog was trained to walk up a set of steps into the tube and assume the correct position (see Movie S1).
Berns G.S., Brooks A.M, & Spivak M. (2012). Functional MRI in Awake Unrestrained Dogs. PLoS ONE, 7(5), e38027.
Publication 2012
Animals Chin Fear Head Homo sapiens Motivation Patients Positive Reinforcement Pressure Sound Temperament
3
Assessment of Social Media Addiction
Cited 13 times
Modified version of the short Internet Addiction Test (s-IAT–SNS). The tendency of pathological use of SNS as a specific form of IA was assessed with the short Internet Addiction Test (s-IAT; Pawlikowski, Altstötter-Gleich & Brand, 2013 ), modified for Internet communication sites respectively SNS. The s-IAT–SNS consists of twelve items and has to be answered on a five-point Likert scale from 1 (= never) to 5 (= very often). The s-IAT–SNS comprises two six-item factors: loss of control/time management and craving/social problems. Internal consistency (Cronbach’s α) of the s-IAT–SNS was good: α = .880 (loss of control/time management α = .841, craving/social problems α = .801).
Brief Symptom Inventory – subscales depression and interpersonal sensitivity. Psychological-psychiatric symptoms of depression and interpersonal sensitivity were assessed by the German version (Franke, 2000 ) of the Brief Symptom Inventory (BSI; Boulet & Boss, 1991 ; Derogatis, 1993 ). We used the subscale interpersonal sensitivity to measure social anxiety. This subscale represents difficulties and problems in social situations like feeling uncomfortable with other persons. We did not use the subscale anxiety because this “only” measures feelings of anxiety in general, but not focused on social situations. The participants rated the ten items of the subscales on a five-point Likert scale from 0 (= not at all) to 4 (= extremely). The subscale interpersonal sensitivity had four items and the internal consistency was acceptable (Cronbach’s a = .773). The subscale depression consists of six items and had a good internal consistency (Cronbach’s a = .808).
Internet Use Expectancies Scale (IUES). To assess Internet use expectancies we used a newly developed eight-item questionnaire comprising two subscales. The first scale reflects positive reinforcement, the second scale describes avoidance expectancies. All items were answered on a six-point Likert scale ranging from 1 (= completely disagree) to 6 (= totally agree). Both scales had a good reliability (Cronbach’s α; positive reinforcement: α = .829, avoidance expectancies: α = .785, overall: α = .843) (Brand, Laier et al., 2014 (link)).
Internet Literacy Questionnaire (ILQ). To assess Internet literacy we used a newly developed questionnaire (Stodt, Wegmann & Brand, unpublished). The scale asks for participants’ different competencies in dealing with the Internet. The literacies are divided into four subscales (technical expertise, production and interaction, reflection and critical analysis, and self-regulation). Production and interaction describes the use of the Internet as a communication platform and the consideration of online attributes conventions. The subscale self-regulation measures the self-assessment of the participants to manage online behavior.
The scale consists of 24 items (technical expertise: 6 items, production and interaction: 5 items, reflection and critical analysis: 7 items, self-regulation: 6 items). The answers were given on a six-point Likert scale ranging from 0 (= strongly disagree) to 5 (= totally agree). The internal consistency (Cronbach’s α) was acceptable: production and interaction: α = .741, self-regulation: α = .728.
Wegmann E., Stodt B, & Brand M. (2015). Addictive use of social networking sites can be explained by the interaction of Internet use expectancies, Internet literacy, and psychopathological symptoms. Journal of Behavioral Addictions, 4(3), 155-162.
Publication 2015
Anxiety Bohring syndrome Conferences Depressive Symptoms Feelings Hypersensitivity Internet Addiction Disorder Positive Reinforcement Reflex Self-Assessment Social Anxiety
4
Multi-Family Group Therapy for Disruptive Behavior Disorders
Cited 13 times
MFG is a 16-week service delivery model that was guided by a manualized protocol. Each group met weekly for approximately a 90- to 120-min/session and included six to eight families, composed of identified youth, their adult caregiver(s), and sibling(s) between the ages of 6 and 18. As a foundation, MFG takes a common elements approach by identifying essential components from the empirical literature from BPT methods (e.g., Chorpita & Daleiden, 2009 (link); Garland et al., 2008 (link)) and family therapy (e.g., Alexander, Pugh, Parsons, & Sexton, 2000 ; Keiley, 2002 (link)) regarding core effective practices for treating DBDs, represented as the “4Rs” (i.e., Rules, Responsibility, Relationships, Respectful Communication) and factors related to family engagement in mental health services, represented as “2Ss” (Stress and Social Support). Core components of BPT included in MFG were positive reinforcement (i.e., labeled praise, positive attending, tangible reinforcement/ rewards), which was incorporated into sessions focused on “relationships”; limit setting (i.e., monitoring, effective commands, response-cost; behavioral contracting/goal setting), which was mainly incorporated into sessions focused on “rules” and “responsibility”; psychoeducation and affect education (i.e., learning about, identifying, and labeling stress-related emotions and behavior; developing methods to address common triggers for stress), which was incorporated into sessions focused on “stress.”
Core components of family therapy included in MFG were role identification (i.e., understanding the unique and integrated role each member plays in a family and supporting how family members can support each other in achieving desired family outcomes), which was incorporated into sessions focused on “relationships”; reframing (i.e., developing new strategies to regulate emotions and interactions between family members), which was incorporated into sessions focused on “relationships” and “respectful communication”; communication training (i.e., identifying behaviors [e.g., eye contact] that demonstrate engaging in a conversation, using “I” statements to express needs/wants, utilizing congruent affect and speech when communicating, etc.), which was incorporated into sessions focused on “relationships” and “respectful communication.” Methods to improve within-family and external sources of emotional, tangible, informational, and companionship social supports (e.g., Chacko et al., 2009 (link)) were incorporated into the session focused on “social support.” Lastly, given the high-risk nature of the population for poor engagement to treatment, core aspects of evidence-based engagement practices (e.g., aligning expectations for treatment with anticipated treatment benefits, reducing stigma related to receipt of mental health services, etc.; McKay & Bannon, 2004 (link)) were also integrated into the MFG program.
Core MFG sessions focused on one of the 4Rs and 2Ss and proceeded with the following processes: (a) creating social networks, (b) information exchange/homework review, (c) group discussion regarding the skill, (d) individual family practice, and (e) homework assignment. MFG content areas (4Rs and 2Ss) were integrated into the program during the first (Sessions 1–8) and the second (Sessions 9–16) halves of MFG to provide opportunities for repeated exposure and practice with content.
Participants in the MFG condition were not prohibited from utilizing any additional services available to them through the outpatient mental health clinic where they were receiving MFG. In this sample, 53% of the participants in the MFG condition did not receive additional interventions. Those 47% of youth who did receive additional services also received outpatient individual services (49%), outpatient medication management (34%), school-based mental health (9%), case management (<1%), and crisis management services (<1%) during the course of the 4-month MFG group. Moreover, for those youth who received additional services beyond receipt of MFG, the majority of youth received one (53%), two (40%), or three (7%) additional services. No youth received more than three additional mental health services.
Chacko A., Gopalan G., Franco L., Dean-Assael K., Jackson J., Marcus S., Hoagwood K, & McKay M. (2014). Multiple Family Group Service Model for Children With Disruptive Behavior Disorders: Child Outcomes at Post-Treatment. Journal of emotional and behavioral disorders, 23(2), 67-77.
Publication 2014
4,4'-dibenzamido-2,2'-stilbenedisulfonic acid Adult Case Management Emotions Family Member Health Services, Outpatient Mental Health Mental Health Services Obstetric Delivery Outpatients Pharmaceutical Preparations Population at Risk Positive Reinforcement Precipitating Factors Reinforcement, Psychological Speech Therapies, Family Youth
5
Observing Therapeutic Strategies for Children with Disruptive Behavior Problems
Cited 13 times
The TPOCS-S (24 , University of California, Los Angeles, 2001; 25 ) assesses for a wide array of intervention strategies that are theoretically and non-theoretically, or cross-theoretically, derived. The content was adapted from the Therapy Procedures Checklist (TPC) (27 (link)) and the format is based on the Therapist Behavior Rating Scale (TBRS) (28 ). The TPOCS-S was adapted for this study in collaboration with the project’s Therapist Advisory Group (11 ,29 (link)) to maximize relevance to community practice. The final revised PRAC TPOCS-S includes 27 clinical strategies (listed in Table 3), divided into 15 therapist techniques (e.g., modeling, addressing client-therapist relationship) and 12 therapeutic content areas (e.g., affect management, principles of positive reinforcement) (26 , Child and Adolescent Services Research Center, 2008). Occurrence and intensity of each strategy are coded as directed to children or parents (or both). Occurrence indicates whether the strategy was observed at all. Intensity reflects both the time spent on the strategy and the thoroughness with which it was pursued (28 ). Intensity was rated at the end of the session for each observed strategy on a Likert scale of 1 to 6 (1–2=low, 3–4=medium, 5–6=high). For example, a low intensity rating on the content strategy “problem-solving skills” would reflect addressing one aspect of problem-solving skills, such as generating alternative solutions, but only for one particular experience the child or parent faced, and in a somewhat fleeting or cursory manner. High intensity would reflect a thorough approach addressing multiple steps in problem solving and generalization to other problems.
Among the PRAC-TPOCS-S 27 strategies, a subset has been previously identified as common elements of EB treatment for children with DBPs and these are indicated in bold text in Table 3 (23 (link)). This subset was identified through an iterative process of culling out elements of established empirically-supported youth and/or parent-training treatment models, identifying elements common across treatments, and validating through expert consensus.
Garland A.F., Brookman-Frazee L., Hurlburt M., Accurso E.C., Zoffness R., Haine R.A, & Ganger W. (2010). Mental Health Care for Children with Disruptive Behavior Problems: A view inside therapists’ offices. Psychiatric services (Washington, D.C.), 61(8), 788-795.
Publication 2010
Adolescent Child discoidin-binding polysaccharide Generalization, Psychological Parent Positive Reinforcement Youth

Most recents protocols related to «Positive Reinforcement»

1
Comparative MRI Coil Evaluation in Canines
Dogs were recruited through the Clever Dog Lab at the Messerli Research Institute at the University of Veterinary Medicine Vienna. Only dogs who completed scanning with both coils were included in this comparison. In total, nine dogs were scanned for T1 imaging and in a functional flickering checkerboard condition with both coils. For resting-state measurements, six of the nine dogs were scanned with both coils and included in our analysis of these resting-state data (Table 1). On average, dogs were 8.1 years old (T1 and functional, 8.3 years in resting-state; note that part of the functional data with the human knee coil and with a different analysis focus was reported already by Boch et al., 2021 (link)). Most scanned dogs belonged to herding dog breeds (see Table 1). All dogs had been examined for potential problems with eyesight and general health condition. Dog owners did not receive any monetary compensation for their dogs’ participation and gave written informed consent before data collection. All participants in this sample underwent extensive scanner training, based on reward-based positive reinforcement and operant conditioning (Karl et al., 2020a (link)), which enabled them to lie unrestrained and still in the MRI scanner. If uncomfortable, dogs are able and allowed to interrupt the run and leave the coil and move on the scanner bed at any time during the examinations, on which the trainer will give the dog a short break, if so needed, or stop scanning for that day. The studies from which data for this comparative coil overview is taken were approved by the institutional ethics and animal welfare commission in accordance with Good Scientific Practice (GSP) guidelines and national legislation at the University of Veterinary Medicine Vienna (ETK-06/06/2017), based on a pilot study conducted at the University of Vienna. The current study complies with the ARRIVE Guidelines (Kilkenny et al., 2010 (link)).
Guran C.N., Sladky R., Karl S., Boch M., Laistler E., Windischberger C., Huber L, & Lamm C. (2023). Validation of a New Coil Array Tailored for Dog Functional Magnetic Resonance Imaging Studies. eNeuro, 10(3), ENEURO.0083-22.2022.
Publication 2023
Breeding Herding Dogs Homo sapiens Knee Pharmaceutical Preparations Physical Examination Positive Reinforcement
2
Assessing Social Anxiety and Paranoia During VR
Fear of negative evaluation was assessed with an adapted version of the Fear of Negative Evaluation (FNE; Watson and Friend 1969 (link)) constructed for the present study. In particular, FNE items were selected by CDL, JS, AW each time a state formulation was possible and transformed into state statements related to actors’ negative evaluations (e.g., “I am afraid that people will find fault with me” was transformed in “I was afraid that people find something wrong with me”). The state version of the FNE (S-FNE) consists of 14 items rated as 1 = “true” or 0 = “false”. Scores range from 0 to 14 with higher scores indicating higher levels of state social anxiety. The internal consistency of the S-FNE in this sample is acceptable (McDonald’s omega: 0.70).
Paranoid thoughts were assessed using the French translation (Della Libera et al. 2021 (link)) of the State Social Paranoia Scale (SSPS; Freeman et al. 2007 (link)). The SSPS consists of 20 items, with 10 items assessing negative interpretations about actors’ intentions interpreted as paranoid thoughts (e.g., “Someone was hostile towards me”) and 10 other items describing positive or neutral interpretations about actors’ intentions (e.g., “Someone was friendly towards me”; “Everyone was neutral towards me”). Participants rated the extent to which they agree with the sentence on a 5-point scale ranging from 1 = “do not agree” to 5 = “totally agree”. Higher scores on the 10 paranoia items indicate higher levels of paranoid ideation.
Negative automatic thoughts were assessed with an adapted version of the French version of the Automatic Thoughts Questionnaire (ATQ; Lebreuilly and Alsaleh 2019 (link)). The ATQ is traditionally used to assess negative and positive cognitions in the past week. For the present study, the items were adapted to assess their thoughts during the 360IV. In particular, participants were asked to indicate whether the 18 thoughts had crossed their mind during the immersion using a “true” or false” scale (e.g., “I’m so disappointed in myself”). The positive automatic thinking (ATQP) score is equal to the sum of the first 10 items and the negative automatic thinking (ATQN) score is equal to the sum of the last 8 items. In that the ATQN score is considered to be a measure of depressive thoughts (Harrington and Blankenship 2002 (link)), only this measure was taken into account in the present study. The internal consistency of the ATQP and ATQN in this sample is good (McDonald’s omega: 0.80 and 0.82, respectively).
Alcohol and nicotine cravings were each assessed before and after the immersion with four visual analog scales (VAS; Kreusch et al. 2017 (link)) from 0 to 100. VAS before immersion evaluated (1) the expectancy of positive reinforcements (i.e., “Having a drink/smoking a cigarette would make things just perfect”), (2) the strength of craving (i.e., “How strong is your craving to drink alcohol/to smoke”), (3) the intent to consume (i.e., “If I could drink alcohol now/smoke now, I would have a drink/have a smoke”), and (4) the lack of control (i.e., “It would be hard to turn down a drink/a cigarette right now”). The VAS after the immersion was the same as before the immersion except that it was adapted in order to emphasize the degree of craving felt during the virtual immersion (e.g., “During the immersion, drinking a glass of alcohol/smoking a cigarette would have made things just perfect”). For both alcohol and nicotine craving, two craving scores were calculated by averaging the four pre-immersion or the four post-immersion VAS.
Della Libera C., Simon J., Larøi F., Quertemont E, & Wagener A. (2023). Using 360-degree immersive videos to assess multiple transdiagnostic symptoms: A study focusing on fear of negative evaluation, paranoid thoughts, negative automatic thoughts, and craving. Virtual Reality.
Publication 2023
Alcohols Cognition Fear Feelings Friend Hostility Nicotine Paranoia Positive Reinforcement Schopf-Schulz-Passarge Syndrome Smoke Social Anxiety Submersion Visual Analog Pain Scale
3
Resilience-Building Educational Intervention
The evaluation program will be based upon the the evaluations from the first three phases and a consideration of the characteristics of the target population. Theories of behavior change such as the SCT we are using to support our educational program, show the focus of the intervention program and propose useful strategies to achieve the goals of change [54 ]. For example, the concept of self-esteem, and ways to increase it, will be taught to improve self-efficacy. Similarly, the intervention group will be trained with thinking traps and recognizing their thoughts to improve self-regulation skills, in order to control their emotions, as well as speed skills to monitor their emotions. Although there is some diversity in terms of education duration and topics [55 ] the available evidence suggests that empowering employees in the field of resilience skills is one of the important components of health promotion programs [56 (link)]. The effectiveness of an educational program is also dependent upon the application of educational theories, which can support the ability of the material to change the behavior of the target population [57 (link)]. Theories that explain adult learning suggest that collaboration and active involvement in the educational sessions are required, as well as positive reinforcement by timely feedback [58 (link)]. In view of this, some techniques, such as small-group discussions, role-plays, and questions and answers will be used to support good face-to-face teaching-learning practices. The educational sessions will also include video clips, podcasts, pamphlets and other purposeful handouts to support assimilation of the materials both during the sessions and as homework. This can help increase the learning of more contents during the education process [59 , 60 (link)].
Drawing on intervention studies that have published their experiences, it seems that an educational program consisting of 8–10 sessions, should be effective in developing basic resilience skills. Similarly, other interventions with educational training in weekly sessions of 60–90 min have been found to have sustainable positive outcomes [53 (link)]. Thus, the contents of the intervention program will proceed with 10 sessions, each approximately 60–90 min, with the contents shown in Table 2.

Contents of the educational intervention program sessions

SessionsContents
1Introduction. familiarization with the research objectives, groups, and participants
2Resilience, familiarity with emotions
3Cognitive traps
4Cognitive traps
5Problem-solving skills
6Speed skills to control emotions
7Effective communication skills
8Effective communication skills
9Self-esteem and self-efficacy skills
10Self-esteem and self-efficacy skills
Akbari M., Kaveh M.H., Cousins R., Mokarami H., Rahimi Taghanaki C, & Jahangiri M. (2023). The study protocol for the randomized controlled trial of the effects of a theory-based intervention on resilience, social capital, psychological wellbeing, and health-promoting lifestyle in healthcare workers. BMC Psychology, 11, 59.
Publication 2023
Adult Clip Emotions Experiential Learning Face Positive Reinforcement Programmed Learning Self Concept Self Esteem Target Population Teaching Thinking
4
Sparse Bayesian Factor Analysis of Multidimensional Neurobehavioral Data
We used the group factor analysis (GFA) to explain relationships between groups of variables with a sparsity constraint (Klami et al., 2015 (link)). GFA uses a sparse Bayesian estimation to identify latent factors that either represent a robust relationship between groups or explain away group-specific variation. Four variable groups were defined: (1) brain activation measures; (2) behavioral measures; (3) demographic measures; and (4) baseline psychological measures. For brain activation measures, food minus neutral contrasts from 34 regions of interest [OFC (47o_left, 47o_right, A11l_left, A11l_right, A11m_left, A11m_right), vmPFC (A14m_left, A14m_right), ACC (A32p_left, A32p_right, A32sg_left, A32sg_right), caudate (dCa_left, dCa_right, vCa_left, vCa_right), putamen (dlPu_left, dlPu_right, vmPu_left, vmPu_right), globus pallidus (GP_left, GP_right), amygdala (lAmyg_left, lAmyg_right, mAmyg_left, mAmyg_right), nucleus accumbens (NAc_left, NAc_right), hippocampus (rHipp_left, rHipp_right), insula (vIa_left, vIa_right, vIg_left, vIg_right)] based on the results of meta-analyses were included as neural GFA group.
In total, the model included 34 regions of interest brain activation measures, 14 behavioral measures [changes in self-reported craving, FCQ-State subscales (Lack of control, Desire, Positive reinforcement, Negative reinforcement, Physiological hunger), and FCQ-Trait subscales (Lack of control, Emotions, Guilt, Hunger, Thoughts)], three demographic measures (Age, BMI, Education), and 10 self-report psychological measures [CES, DASS subscales (Depression, Anxiety, Stress), TEFQ subscales (Hunger, Cognitive restraint, Emotional eating), EDDQ subscales (Body image, Overeating, Compensatory behaviors)]. A form suited for GFA was achieved by z-normalizing the variables to have a zero mean and unit variance. To reduce the risk of identifying erroneous latent factors, GFA estimation was repeated 10 times to retain the robust latent factors constant across the sample chains.
Ghobadi-Azbari P., Mahdavifar Khayati R, & Ekhtiari H. (2023). Habituation or sensitization of brain response to food cues: Temporal dynamic analysis in an functional magnetic resonance imaging study. Frontiers in Human Neuroscience, 17, 1076711.
Publication 2023
Amygdaloid Body Anxiety Body Image Brain Cognition Contrast Media diacetoxyscirpenol Emotions Food Globus Pallidus Guilt Hunger Insula of Reil Negative Reinforcement Nervousness Nucleus Accumbens physiology Positive Reinforcement Putamen Seahorses Thinking
5
Cardiac and Respiratory Responses of a Captive Harbor Porpoise

Protocol full text hidden due to copyright restrictions

Open the protocol to access the free full text link

Publication 2023
Adult Animals Diet Females Fjord Heart Institutional Animal Care and Use Committees Phocoena phocoena Positive Reinforcement Respiratory Rate

Top products related to «Positive Reinforcement»

1
Tono pen xl rebound tonometer by Medtronic
The Tono-Pen XL is a rebound tonometer, a device used to measure intraocular pressure (IOP) in the eye. It is designed to provide accurate and reliable IOP measurements.
2
Rompun by Bayer
Sourced in Germany, France, United States, United Kingdom, Canada, Italy, Brazil, Belgium, Cameroon, Switzerland, Spain, Australia, Ireland, Sweden, Portugal, Netherlands, Austria, Denmark, New Zealand
Rompun is a veterinary drug used as a sedative and analgesic for animals. It contains the active ingredient xylazine hydrochloride. Rompun is designed to induce a state of sedation and pain relief in animals during medical procedures or transportation.
3
Statistical package for the social sciences spss by IBM
Sourced in United States
SPSS is a software package used for statistical analysis. It is designed to manage and analyze data, with a focus on social sciences and market research. SPSS provides a range of statistical tools, including descriptive statistics, regression analysis, and data visualization.
4
Stata 14 by StataCorp
Sourced in United States, Denmark, United Kingdom, Belgium, Japan, Austria, China
Stata 14 is a comprehensive statistical software package that provides a wide range of data analysis and management tools. It is designed to help users organize, analyze, and visualize data effectively. Stata 14 offers a user-friendly interface, advanced statistical methods, and powerful programming capabilities.
5
Ingenia by Philips
Sourced in Netherlands, Germany, United States, Switzerland, Japan
The Philips Ingenia is a magnetic resonance imaging (MRI) system designed for diagnostic imaging. It provides high-quality images of the body's internal structures to aid in the detection and diagnosis of various medical conditions.
6
Sas system for windows by SAS Institute
Sourced in United States, Cameroon, Japan
The SAS System for Windows is a comprehensive software suite for data analysis, management, and reporting. It provides a powerful platform for statistical analysis, data mining, and business intelligence. The SAS System for Windows includes a wide range of tools and functionalities to help users effectively manage and analyze their data.
7
Eyelink 1000 by SR Research
Sourced in Canada
The EyeLink 1000 is a high-performance eye tracker that provides precise and accurate eye movement data. It is capable of recording monocular or binocular eye position at sampling rates up to 2000 Hz. The system uses infrared illumination and video-based eye tracking technology to capture eye movements. The EyeLink 1000 is designed for use in a variety of research applications, including cognitive science, psychology, and human-computer interaction studies.
8
Trio 3t mri scanner by Siemens
Sourced in Germany
The Trio 3T MRI scanner is a magnetic resonance imaging system that operates at a magnetic field strength of 3 Tesla. It is designed to capture high-quality images of the human body for diagnostic and research purposes.
9
Banana flavored pellets by Bio-Serv
Sourced in United States
Banana-flavored pellets are a type of laboratory animal feed. They provide a consistent and standardized source of nutrients for research animals. The pellets are formulated to meet the dietary requirements of laboratory animals.
10
Pediasure by Abbott
PediaSure is a nutritional supplement product designed to provide balanced nutrition for children. It contains a combination of protein, carbohydrates, fats, vitamins, and minerals to support the overall growth and development of children.

More about "Positive Reinforcement"

Positive Reinforcement: Shaping Behavior Through Rewards Positive reinforcement is a powerful behavioral technique that has applications across various fields, including psychology, animal training, and education.
This method involves presenting a favorable response or reward following a desired behavior, with the aim of increasing the likelihood of that behavior occurring again in the future.
The core principle behind positive reinforcement is straightforward – by providing positive consequences for specific actions, individuals are motivated to repeat those behaviors.
This approach has been widely adopted to encourage and reinforce desirable actions, leading to improved outcomes and enhanced learning.
Researchers and practitioners must consider several factors when implementing positive reinforcement, such as the timing, frequency, and nature of the rewards, as well as individual differences and contextual factors that can influence its efficacy.
Factors like the Tono-Pen XL rebound tonometer, Rompun, and various statistical software like SPSS, Stata 14, Ingenia, SAS System for Windows, and EyeLink 1000 can play a role in the assessment and analysis of positive reinforcement-based interventions.
Additionally, the use of rewards like Banana-flavored pellets or PediaSure can be particularly effective in certain contexts, such as animal training or pediatric healthcare.
By carefully considering these elements, professionals can optimize the application of positive reinforcement and achieve the desired behavioral changes.
Through the strategic use of positive reinforcement, individuals can develop new skills, modify existing behaviors, and enhance their overall performance and well-being.
This approach offers a versatile and evidence-based solution for shaping behavior and driving positive outcomes across a wide range of settings.