Reinforcements and Rewards not the same. PART ONE

Introduction

Children of all ages have to make a choice each time they are in the classroom, home or elsewhere. They may choose to work and behave well in order to receive rewards or put up an unacceptable behaviour and suffer the consequences. Pupils everywhere work hard when they are motivated with rewards. What constitute a reward varies from school to school. Several scholars have discussed the issue of ‘rewards’ and ‘reinforcements’. But I believe that a better way to understand these two subjects is to find the origin. What triggered the evolution of ‘reinforcements’ and ‘rewards’? How did it find its way into psychology, how practical and relevant is it in contemporary societies? These are issues that I seek to find. These shall form the basis of my discussion.

The Origin of reinforcement and reward?
‘Through classical conditioning, an organism associates different stimuli that it does not control. Through operant conditioning, the organism associates its behaviours with consequences. Behaviours followed by reinforcers increase; those followed by punishers decrease. This simple but powerful principle has many applications, and also several important qualifications.’(Myers D. G., Psychology; 2004, seventh ed.)

The statement above clearly indicates the origin of ‘reinforcement’, comparing classical conditioning and operant conditioning.