The reinforcement in language

Skinner defined reinforcers according to the change in response strength rather than to more subjective criteria, such as what is pleasurable or valuable to someone. Accordingly, activities, foods or items considered pleasant or enjoyable may not necessarily be reinforcing (because they produce no increase in the response preceding them).

 Stimuli, settings, and activities only fit the definition of reinforcers if the behavior that immediately precedes the potential reinforcer increases in similar situations in the future, for example, a child who receives a cookie when he or she asks for one. If the frequency of "cookie-requesting behavior" increases, the cookie can be seen as reinforcing "cookie-requesting behavior". If however, "cookie-requesting behavior" does not increase the cookie cannot be considered reinforcing.

The sole criteria that determines if an item, activity, or food is reinforcing is the change in probability of a behavior after administration of that potential reinforcer. Other theories may focus on additional factors such as whether the person expected the strategy to work at some point, but in the behavioral theory, reinforcement is descriptive of an increased probability of a response.

The study of reinforcement has produced an enormous body of reproducible experimental results. Reinforcement is the central concept and procedure in special education, applied behavior analysis, and the experimental analysis of behavior

support is reportedly reinforced person or support.

The promotion is to increase the incidence of behavior in the future through the addition of amphetamine positive or removing negative stimuli.

Positive reinforcement :

It is to provide comfortable motive that followed behavior of the individual and increases prospects for the emergence of similar positions later.  (Davidoph .1985)

Basic education is the main base for education and the beginning of peace education includes students from the age of 6 until the age of ten in most States is the most dangerous stage of the life of the student, and aims to provide students with basic skills in learning and assisting in their physical, mental, emotional and social

Further ideas and concepts:

• Distinguishing between positive and negative can be difficult and may not always be necessary; focusing on what is being removed or added and how it is being removed or added will determine the nature of the reinforcement.
• Negative reinforcement is not punishment. The two, as explained above, differ in the increase (negative reinforcement) or decrease (punishment) of the future probability of a response. However, in negative reinforcement, the stimulus is an aversive stimulus, which if presented contingent on a response, may also function as a positive punisher.
• The increase in behavior is independent of (i.e. not related to) whether or not the organism finds the reinforcer to be pleasant or aversive. Example: A child is given detention for acting up in school, but the frequency of the bad behavior increases. Thus, the detention is a reinforcer (could be positive or negative) even if the detention is not a pleasant stimuli, perhaps because the child now feels like a "rebel" or sees it as an opportunity to get out of class.
• Some reinforcement can be simultaneously positive and negative, such as a drug addict taking drugs for the added euphoria (a positive feeling) and eliminating withdrawal symptoms (which would be a negative feeling). Or, in a warm room, a current of external air serves as positive reinforcement because it is pleasantly cool and as negative reinforcement because it removes uncomfortable hot air.

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