ERIC Number: ED039950
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
Conditions Fostering the Use of Information Feedback by Young Children. (Revised Report).
Isolation of optimal instructional processes to provide information feedback and to motivate disadvantaged children was the goal of this comparative study of reinforcement contigencies. The subjects were 21 black children from 45 to 65 months of age. Children were ranked on the PPVT and a learning program pretest, then randomly assigned to three treatment groups. The contingency treatments compared during a 3-day social studies learning program were: Treatment 1: token reinforcement (raisins), chemical feedback (green or red dot shows on booklet when correct or incorrect response is marked), and verbal information; Treatment 2: verbal reinforcement (praise), chemical feedback, and verbal information; and Treatment 3: chemical feedback and verbal information only. Also, paired associate tasks were run with half of the subjects in Treatment 1 receiving token reinforcement and half of the subjects in Treatment 2 receiving verbal reinforcement. All groups performed significantly better on the post-test than on the pretest. The subgroup continuing to receive token reinforcement was significantly superior to its matched subgroup: this was not true of verbal reinforcement. Neither reinforcer appears to be necessary as children can learn to receive feedback stimuli as information signals. (MH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: California Univ., Los Angeles.
Note: An earlier version (ED 029 688) of this report was written by Joyce Teager and Carolyn Stern in February, 1969