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莫道克大学作业代写:惩罚是如何影响孩子们的行为

莫道克大学作业代写:惩罚是如何影响孩子们的行为

惩罚可能有不同的结果,根据处罚实施时,它发生的情况下,以及它是如何使用。

相信时间惩罚对如何有效的惩罚是起着重要的作用,它已被证明,处罚更容易更有效时,较早的沃尔特斯和demkow(1963),沃尔特斯,帕克,和甘蔗(1965)。而维娜(1977)发现有无显著差异性惩罚之间10年的孩子谁收到惩罚马上或者接受处罚4小时后。在本研究结果的差异可能是由于延迟时间的差异,惩罚,和年龄的形式;沃尔特斯等人(1963)涉及延迟分钟(最多10分钟的延迟),惩罚的形式是令人不愉快的声音,和平均年龄6岁,而伞(1977)涉及延迟4小时,惩罚的形式是退出,和平均年龄10.4岁。因此,由于这些差异,我们不能得出结论,是否惩罚的时间决定了它的有效性。

重要的是要考虑种族背景,作为相同的惩罚方法的结果可能会有所不同,在不同的社会和文化背景,由于这样的事实,惩罚可能在不同的文化中持有不同的含义。一些人可能会把惩罚视为生活中正常和必要的一部分,而另一些人则认为惩罚是严厉的,因为他们的环境和环境是严厉的。最近福临等人。(2005)看着惩罚及其对儿童的影响感知的平凡的关系。根据这项研究,在国家的物理处罚不常用导致更多的行为问题比在肯尼亚等国家,其中更频繁地使用体罚的国家。然而无论在任何一个种族的情况下,经历过体罚的孩子都更为积极和焦虑。事实上,通过对母亲和孩子的采访获得的信息,结果是有问题的,因为没有办法建立诚实的问题,回答和认真的研究是由参与者。如果西澳遇到学术问题或根本没时间写作业论文,请联系我们的 珀斯论文代写服务

也可以根据银行(2002)更频繁地使用惩罚,它变得不那么有效,每一个使用。因为虽然惩罚可能是有效的,最初由于其冲击值,经常使用它变得越来越少,有效,反过来甚至可能会导致儿童的行为问题的增加。

莫道克大学作业代写:惩罚是如何影响孩子们的行为

Punishment may have different outcomes according to when punishment is implemented, the context in which it occurs and how often it is used.

It is believed that timing of punishment plays a significant role on how effective punishment is , it has been demonstrated that punishment is more likely to be more effective when presented earlier rather than later by Walters & Demkow (1963) and Walters, Parke, & Cane (1965). While Verna (1977) found that there were no significant differences in effectiveness of punishment between 10 year children whom received punishment straight away or those who received punishment 4 hours later. The differences in this findings may be due to difference in delay times, forms of punishment, and ages; Walters et al (1963) involved a delay in minutes (up to 10 minute delay), form of punishment was unpleasant sound, and median age of 6, while Verna (1977) involved a delay of 4 hours, form of punishment was withdrawal, and median age of 10.4. Therefore due to these differences we cannot conclude whether or not timing of punishment determines its effectiveness.

It is important to consider ethnic backgrounds, as the outcomes of the same punishment methods may vary across different social and cultural contexts, due to the fact that punishment may hold different meanings in different cultures. Some may see punishment as a normal and necessary part of life/growing-up, while others may view the slightest punishment as harsh according to their surroundings/context. Recently Lansford et al. (2005) looked at the relationship between the perceived ordinariness of punishment and its effects on children. According to this study in countries where physical punishment wasn’t commonly used lead to more behaviour problems than in countries such as Kenya where physical punishment was more frequently used. Nevertheless in either ethnic situation, children who had experienced physical punishment were more aggressive and anxious. The fact that information was gained through interviews of both mothers and children, the results are questionable because there is no way to establish how honestly questions were answered and how seriously the research was taken by the participants.

Also according to Banks (2002) the more often that punishment is used, the less effective it becomes with every use. Because although the punishment may be effective initially due to its shock value, with frequent use it becomes less and less effective, and in turn may even lead to increased behaviour problems in children.