Praise appears in both direct and indirect formats. Much work on praise in social interaction concerns adults. This video ethnography fills a gap in exploring how young children orient to praise, ...analyzing the nature of praise during nurse-child interaction in routine health care encounters. It documents multimodal aspects of praise and self-praise episodes during Draw-a-Man tasks, as parts of routine checkups of 4-year-olds. The analyses are based on detailed transcripts of nurse-child collaboration and of praise episodes, focusing on how nurses praise children and the ways in which individual children (or parents) are involved in direct or indirect self-praise during the interactions. In social interaction among adults, there tends to be an avoidance of self-praise. This study reveals somewhat different patterns among children. Response cries, glee gestures and what we call glee displays were parts of the children's self-praise repertoires. Moreover, children at times acknowledged praise through confirmatory nodding or smiles, what is here seen as children's indirect self-praise. In this assessment context, praise and indirect assessments were part of both nurse-child and parent-child interaction. A major finding is that in many cases, the child's drawing performance was a triadic accomplishment, scaffolded by both the nurse and the accompanying parent.
•Praise of child's performance is a collaborative affair between nurse and parent.•Indirectly, children accept praise (e.g. through nodding) and by not downgrading it.•Children's self-praise appears in both direct and indirect formats.•The child's drawing performances are partly triadic accomplishments.
Behavioral intervention manuals for children with autism spectrum disorder (ASD) commonly recommend that praise should be delivered in an enthusiastic tone of voice. Only a few studies, however, have ...explicitly tested this assumption, and results have been mixed. This study therefore compared the effects of enthusiastic and non‐enthusiastic tone of voice in praise on the behavior of children with ASD. We also examined how typically developing (TD) children responded to enthusiastic and non‐enthusiastic praise. Participants were 21 children with ASD matched on developmental age with the chronological age of 20 TD children. The effects of enthusiastic and non‐enthusiastic praise were assessed using an application on a tablet computer designed to isolate tone of voice as a variable in vocally delivered praise. Two buttons produced the same six praise statements, one with an enthusiastic tone of voice and one with a neutral tone of voice. Results showed that the children with ASD, on average, allocated more responding to the square on the tablet computer producing enthusiastic praise as compared to the square producing non‐enthusiastic praise. In addition, higher rates of responding to non‐enthusiastic praise correlated positively with higher IQ, suggesting that non‐enthusiastic praise was more effective for children with ASD with higher cognitive scores. The TD children, in contrast, did not allocate more responding to either the squares, suggesting that tone of voice in praise was not an important variable for the behavior of TD children.
Praise may have different effects on child self-esteem, depending on its informational and evaluative value. In this multiphase, multimethod investigation, we assessed the interplaying role of two ...outcome-oriented praises that differed in their informational and evaluative value (i.e., descriptive and non-specific praise) on indicators of child self-esteem. In phase 177 mothers reported on their usage of descriptive and non-specific praise, while their child (
M
= 10.09 years old) reported on their level of self-esteem. In phase 2, a subsample of 43 children completed an experimental art task during which an experimenter offered either descriptive or non-specific praise. Children then rated their competence at that task. Results from phase 1 showed that mother usage of descriptive and non-specific praise interacted to predict child self-esteem. Specifically, the relation between descriptive praise and child self-esteem was positive (vs. non-significant) when mothers used moderate to high (vs. low) amounts of non-specific praise. Furthermore, the relation between non-specific praise and child self-esteem was negative (vs. non-significant) when mothers used low (vs. moderate to high) levels of descriptive praise. Results from phase 2 showed that differences between descriptive and non-specific praise conditions emerged on child perceived competence for children reporting lower (but not higher) global self-esteem. Specifically, children with lower global self-esteem rated themselves as more competent when given descriptive (rather than non-specific) praise. Results underlie the relevance of including descriptive elements when offering outcome-oriented praise to children. They also advance the field by identifying different ways to offer outcome-oriented praise.
Highlights
Compared to non-specific praise, descriptive praise is believed to be more informational.
Descriptive praise is positively linked to child self-esteem when mothers combine it with non-specific praise.
Non-specific praise is negatively linked to child self-esteem when mothers don’t combine it with descriptive praise.
Children with lower (vs. higher) global self-esteem respond better (vs. similarly) to descriptive praise, compared to non-specific praise.
Previous research documents the positive impacts that teacher praise can have on students' behavior in the classroom; positive praise is a reinforcer that improves and maintains appropriate classroom ...behavior. Identifying current trends in natural rates of praise—praise that occurs in the absence of specific intervention or training—may help teachers become mindful of their own practices. The purpose of this systematic review was to investigate characteristics of published observational studies of teacher‐delivered praise and identify the rate at which teachers delivered praise. We conducted a systematic search of the literature, and included studies published after 2004; 14 studies met our inclusion criteria. The results of this study illustrate that researchers use several different measures to observe and report the frequency of teacher praise. Teachers also delivered general praise (range = 0.04 per min to 67.9 per hour) and behavior‐specific praise (range = 5.9–23.14 per hour) at widely variable rates. Teachers commonly used more general praise compared with behavior‐specific praise. Across studies, we also found inconsistent rates of teacher praise versus reprimands, with some studies reporting higher rates of praise while other studies reported higher rates of reprimands. We discuss implications for teachers and provide recommendations for future research.
Praise be to God, who enlightened the horizons of his dear book with the lights of the conditions of the believers and surrounded it with traces of miracles and miracles of antiquity, and made it a ...treasure from which he emerges precious essence and unique pearls, and extended the fire of understanding with the light of inspiration, so the most brilliant verses and wonders of lessons appeared from it, and I bear witness that there is no god but God alone with no partner, and I bear witness That our master Muhammad is his servant and messenger who worshiped God and thanked (may God bless him and his family and grant him peace) and his family and companions whom he supported with this religion, so it appeared.
The research focused on the systems in Surat Al-Fatihah with clarification of some rhetorical phenomena and interpretation of verses with a grammatical study of the structures of the systems. The ...research dealt with the phenomenon of repetition and attention and the role of conscience, and the impact of the followers in the systems of Surat Al-Fatihah with an analysis of the supplication of praise that opened the surah. Hence, the reason for choosing Surat Al-Fatihah is because it serves as a beginning and an introduction to the Holy Quran. Just as Al-Fatihah includes: the purposes of one surah, the purposes of the entire Holy Qur’an in general, and the purposes of the verses. It also aimed to pay attention to Al-Fatihah. So, the study methodology chose the descriptive analytical approach based on analysis and comparison, and the study steps focused on repetition and its role in the Qur’an systems, the formulation of the supplication of praise and the followers in the cohesion of the systems and attention in Surat Al-Fatihah.
Praise Research Trends and Future Directions Floress, Margaret T.; Beschta, Shelby L.; Meyer, Kari L. ...
Behavioral disorders,
11/2017, Letnik:
43, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to ...examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and demonstrated impact are summarized. Results indicate that most research focuses on behavior-specific, verbal, and contingent praise delivered to individual students. Most training studies used a combination of two or more methods that most commonly included a didactic, feedback, or goal setting component. Only half of the training studies measured treatment acceptability and the majority of these ratings were positive. Most studies training teachers to use praise had positive results. More research focused on infrequently studied praise characteristics (e.g., gestures, physical, and private) and training methods (e.g., in vivo, self-monitoring, and incentives) is needed. Implications for future praise research are presented.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Este trabajo busca analizar los personajes que Tácito destaca como dignos de mérito durante el nuevo sistema político del Principado y que reciben una alabanza o elogio por parte del lústoriador en ...la primera héxada de sus Anales. Se examinan también los factores que se constituyen como meritorios bajo el reinado de Tiberio y que reciben algún tipo de compensación política por parte del emperador.
