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3 pages in length. Motivation - the instigator of reaction that can be either positive or negative in form - is a primary method for combating laziness. When someone procrastinate doing a particular task, the motivating factor that ultimately compels him to complete that task can be one that provides either a reward or punishment as incentive for accomplishment. Children are particularly receptive to reward/punishment approaches toward motivation, inasmuch as their trigger responses are inherently attuned to incentive-based performance. Bibliography lists 8 sources.
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File: LM1_TLCPsychMotv.rtf
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ultimately compels him to complete that task can be one that provides either a reward or punishment as incentive for accomplishment. Children are particularly receptive to reward/punishment approaches toward
motivation, inasmuch as their trigger responses are inherently attuned to incentive-based performance. "...We are never lazy when it comes to the things we want to do; so, it is
not a matter of a lack of energy, but a lack of motivation. Therefore, to overcome laziness, we need to master motivation. If our reason to act is
great enough, we will have the will to act" (Gallozzi, no date). Consistent with tutelage of any kind, the reward/punishment aspect of
operant conditioning has proven the most effective method of evoking positive results in children than the inherently negative influence of coercion. Young minds are innately more inclined to react
positively to such techniques as prizes and other performance-based incentives (Flowerday et al, 2003). There are those, however, whose accomplishments are not influenced by pointed attempts at motivation inasmuch
as their productivity is typically based upon intrinsic or self-motivation; for many others, however, the addition of a tangible incentive - or punishment - serves to stimulate better performance. Special
populations require adapted motivational techniques in order to achieve the desired responses. Autistic children, for example, do not respond in the typical fashion to the notion of approval or
disapproval, which, says Hultgren (2004), requires a much grander approach to praise and correction by way of tangible reinforcers. The immediate tasty treat or favorite toy helps to emphasize
the good behavior when "praise, in and of itself, is not enough at first" (Hultgren, 2004). Enough repetition with the tangible reinforcer will ultimately replaced with praise and smiles
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