Classification of motivates :
classified markers in different ways,
depending on the test used in the classification
These classifications are based on the
positive or negative nature or origin on the basis of subjective or based on
the timing of immediate or deferred .
The following presentation of these
classifications :-
1-
Initial motivates and secondary motivates
:-
The first motivate is that which is inherently
interesting to reinforce behavior without previous experience or learning such
as food and water that lead to filling physiological innate needs
(Al Khatib
1995 138)
The Classification of motivates devided to the initial
motivates which have a positive impact because it is occurring in behavior
without prior learning as they add to the context of the educational status and
the initial negative enhancers are amphetamine clinging This is because the
amphetamine-enhancers deleted or removed from the educational status reinforces
behavior (Mshawati p. 287 1984) is either enhanced secondary the exciting
feature is strengthened by the combined initial motivates such praise, money
and prizes symbolism (Al Khatib 1995 138) and enhanced secondary motivates is
not linked to the initial need organism as is the case in the first
reinforcement ability to promotion can acquire a certain result is connected
with the promotion preliminary.
(Saleh Al
.1971 282)
It is worth mentioning that there is a
relationship between markers of primary and secondary example, the money is
enhanced because they are able to satisfy the physiological needs something and
decorations can be linked to a person's basic needs assessment and security.
(Abu Al-Allam
1982 235)
2-
Natural and synthetic motivates:-
Motivates are aftershocks of the natural logical
relationship with behavior such as a teachers smile to the student and praise
of the answers correct enhancers normal. (Al -Khatib 1995 p139).The synthetic
motivates opted to teacher after the failure of natural stimulants and this
depends on the individual and his behavior and circumstances giving example of
the teacher points may be replaced later with certain things loved this
artificial strengthening.
(Al -Khatib 1995 p139).
3- Easy and difficult motivates:-
Easy motivates is that which do not require much
effort to give such social motivates like saying excellent, good, or smiling
and clapping is easy because it can give an immediate and can be required in
all types of markers prior to be enhanced or popular favorite of learner or to
submit a response as soon as the emergence of the so-called proximity timetable
for enhanced favorite
(2000, Al-Najjar 72)
4- Immediate and deferred motivates:-
Immediate strengthening motivate is that
which happens after respond directly while strengthening deferred is the period of time which elapsed between
the response and access to enhanced .
(Osman 1997 p. 65)
5-
External and internal motivates :-
external motivtes are given by another
person such as Complimenting and Embrace, money and Games (Makabrin, and
others1992p. 52), while the motivates have some difficult immediately, such as
making the child go outside the home to some of the toys and difficult
termination such as the rejection of the child to stop playing the game of what
has been given to him back and there enhancers be difficult to coordinate, such
as inability to give a person drink after every attempt of the education
process at the schools.
(Makabrin,
and others1992p. 52),
6- Full and amended motivates:-
The
full consolidation is to strengthen the answer is as a learner without any
amendments either strengthening the promotion rate is part of the answer
learner and modify other part which is not true
(Agha and Abdul Munim 1985, p. 171)
That given by another person, but comes
from inside a person such as personal pleasure get from the game of tennis or a
sense of complacency, as a result of a good work .
In other hand
Saleh (1992, p. 424) confirm that
this proximity timetable for enhanced favorite with the emergence of the
desired response, which is leading to increased tendency of this enhanced to
summon the desired response times in the following as Agha and Abdel-Moneim (1985,
p. to achieve its usefulness and must take into account some things, including
: that the reinforcement appropriate in terms of quantity , timing ,amounts,
and apparently spontaneously and shows genuine interest and clear to pupils
easily perceive and diverse as possible, and multi-purpose does not focus on
the knowledge of students without attention to their behavior, in scientific
and social fields.
