The effect of positive feedback on effort in Alzheimer's patients
AdvisorKaszniak, Alfred W.
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractAlthough several studies have alluded to the importance of reinforcement as a component of interventions involving Alzheimer's Disease patients, no studies have looked specifically at the effect of reinforcement on effort within this population. Bandura's social learning model posits that any effect of reinforcement is mediated through a change in self-efficacy. Alternatively, the behavioral perspective states that reinforcement would increase effort, regardless of self-efficacy change. Support for behavior change without a corresponding change in self-efficacy is found in the implicit learning literature discussing its dissociation from explicit learning. This study found that reinforcement did not consistently affect self-efficacy, nor did self-efficacy affect effort. Implications for Bandura's social learning model are discussed. Reinforcement was found to affect effort only when given later in the testing period. This differential effect is discussed in terms of fatigue.