ERIC Number: ED021293
Record Type: RIE
Publication Date: 1968-Feb-12
Reference Count: 0
Recognition of Spoken Comments by a Teacher in a Learning Situation as Related to Children's Personality and Learning. Final Report.
Solomon, Daniel; Yaeger, Judy
Some 96 fourth-grade boys participated in a study investigating the influence of personality and stimulus characteristics on perceptions of the meanings of verbal evaluations, and the functioning of differentially perceived evaluations as reinforcers in a learning task. Personality variables measured were anxiety, locus of control, need for approval, and need for achievement. Measures of reinforcer perceptions were obtained in two experimental sessions, each using 36 taped comments encompassing all combinations of three levels of content (positive, neutral, and negative) and three levels of intonation (pleased, indifferent, and displeased). In another session, subjects were given a concept learning task with reinforcers selected from the earlier session. One control group was reinforced with "excellent," an evaluation previously perceived as very positive; a second control group was reinforced with "pretty bad," previously perceived as very negative. A common reinforcer was used for the two experimental groups ("I see"); subjects in the first group previously had perceived it as positive, those in the second, as negative. Content, intonation, and locus of control were all found to be related to perceptions of the reinforcers. Evidence was also obtained that perception of a reinforcer related to its effects on learning. Implications for education were discussed. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Institute for Juvenile Research, Chicago, IL.