This study of self-reinforcement in children's learning looks at two key variables in the self-reinforcement process: the type of reward available and the level of achievement requisite for reward. The study was conducted to clarify the relative efficacy of self-dispensed verbal and tangible rewards for learning. The study also attempted to replicate previous findings regarding the effects of different minimum performance standards on learning rate. The performance of 69 preschool children (aged 4 1/2-5 1/2) on a discrimination learning task had to meet one of three standards to deserve a reward: chance level, 100% correct, or continued improvement. Self-dispensed rewards were either praise or tokens exchanged for small prizes. A control group learned the task sans standard or reward. Children learned faster when they rewarded themselves with tokens than with praise. Results reflect a developmental view of reinforcer effectiveness. Previous findings regarding performance standards were not replicated. The internal standards of many children superseded the experimenter-set standards for performance. (Author/RH)