ERIC Number: ED158859
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
The Effect of Various Reinforcement Contingencies on the Accuracy of Children's Self-Reports. Technical Report #46.
Speidel, Gisela E.
This study, part of the Kamehameha Early Education Program (KEEP), investigated the accuracy of children's self reports under various contingencies. Sixteen first grade arithmetic students were randomly assigned to two groups, A and B. It was found that both groups learned to check their own work and report it fairly accurately when no contingencies were present. As soon as a contingency was instituted for correct work, both groups began to inflate their scores significantly so as to obtain the reward. In the final phase, Group A was given an occasional additional reward for correct reporting of their performance, while Group B continued as before. Group A again began to report their performance fairly accurately, while Group B continued to inflate their reports. It is argued that accurate self-reports and self-rewards are dependent upon external stimuli. Previous studies showing reinforcement effects of self-reward are analyzed in terms of the present findings. Implications of the use of self-administered rewards for classroom management are discussed. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: California Univ., Los Angeles. Mental Retardation Research Center.; Hawaii State Dept. of Education, Honolulu.
Authoring Institution: Kamehameha Schools, Honolulu, HI. Kamehameha Early Education Project.
Identifiers - Location: Hawaii