NotesFAQContact Us
Search Tips
ERIC Number: ED029688
Record Type: RIE
Publication Date: 1969-Feb
Pages: 13
Abstractor: N/A
Reference Count: 0
Conditions Fostering the Use of Informative Feedback by Young Children.
Teager, Joyce; Stern, Carolyn
In order to investigate the effect of reinforcement on learning, 21 disadvantaged black children, 4 to 5 years of age, were divided among three treatment groups. Group I children received only feedback (information) as to the correctness or incorrectness of their responses. Group II children received a raisin for each correct response, and group III children received only some form of verbal reinforcement. The task involved answering questions relating to a story by touching a dot located under each response choice with a water pen. The dot was chemically treated to turn either green (correct answer) or red (incorrect answer). Each child was administered a pretest and a posttest (identical tests) over the vocabulary introduced in the story. Each child was subsequently given a new learning situation in which the same type of response was required, but to a slightly different task. The data indicated that although the raisin reward appeared to be a more potent reinforcer, the children learned to use feedback to correct erroneous responses and used it in new learning situations. In fact, tangible and verbal rewards ma y produce emotional side effects disruptive to learning. (WD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: California Univ., Los Angeles.
Identifiers: Peabody Picture Vocabulary Test
Note: Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, California, February, 1969