ERIC Number: ED044358
Record Type: Non-Journal
Publication Date: 1970-Jun
A Report of the Experienced Teacher Fellowship Program on the Effects of Reinforcement on Regular Classroom Academic Performance.
Carlson, Ralph M.; And Others
A study was designed to investigate the effects of a token reinforcement system on the academic performance of a regular third grade classroom (N=22). Two performance tasks were used: oral reading from standard classroom materials and a unique task (a series of sound-symbol associations) designed to study acquisition and retention. The experimental design used subjects as their own controls on repeated measures across the three conditions (three 2-week phases) of baseline reinforcement, and return-to-baseline. Statistical and descriptive analyses were conducted on the data (oral reading rates for both tasks across the three experimental conditions). Results were consistent with those found in previous studies using reinforcement procedures in that performance was significantly increased (p<.05) on both tasks under the reinforcing condition. The return to baseline condition produced differential effects as a function of tasks; these results were considered to be an effect of the difference in reinforcement available in the extra-experimental environment of the two tasks. There were no differences found in retention across the conditions after retention scores were corrected for acquisition. When results were examined as a function of IQ and baseline performance changes (p<.01) across conditions. (Implications for classroom instruction and further research are suggested. A 70-item bibliography is included.) (Author/JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Educational Personnel Development (DHEW/OE), Washington, DC.
Authoring Institution: Oregon Univ., Eugene.
Identifiers - Assessments and Surveys: Stanford Binet Intelligence Scale