A non-peer-reviewed web essay asserts, citing an earlier source second-hand, that behaviorist reinforcement methods are very effective in creating positive behavior in almost any learning environment¶

Claim · All claims
Evidence · 1 study · review r1 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 6 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? A web essay asserts, without evidence of its own, that behaviorist reinforcement methods positively affect learner performance in almost any learning environment. → Qais Faryadi 2007

Evidence¶

Qais Faryadi 2007¶

Qais Faryadi. (2007). Behaviorism and the Construction of Knowledge. http://www.juliantrubin.com/bigten/skinnerbox.html

q1 · second-hand assertion in a non-peer-reviewed essay hosted on a web page (juliantrubin.com), citing Dawning, Keating & Bennett (2005); no study, sample or argument of its own is offered · i? · no effect size reported · review · r1

The review reports, citing John Dawning, Tedd Keating and Karl Bennett (2005), that "behavioris t methods of reinforcement ar e very effective in creating positive behavior in almost any learning envi ronment." No effect size or sample is printed; this is a second-hand narrative assertion.

"Study has shown that behavioris t methods of reinforcement ar e very effective in creating positive behavior in almost any learning envi ronment. Such methods positively affect the performances among learners"

Discussion¶

Related Claims¶

• Planned contingency-of-reinforcement designs can raise academic achievement above normal classroom levels across a wide range of children — the general claim this finding bears on, with the studies behind it
• Behaviorism holds that the mind does not help a person acquire knowledge; learning is driven by the external environment — related
• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — reports the opposite
• Positive Greetings At The Door Improve Engagement — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• Little firm evidence supports learning by contiguity alone in any realm of behavior — related