Social Class, Development, and Differences in Reinforcer Effectiveness
Review of Educational ResearchPublished 1 March 1976
C. Bertrand Schultz, Roger H. Sherman
Citations18
SJR quartileQ1
SJR score4.70
SNIP7.38
Generate an AI Snapshot to get a quick, structured summary of this paper.
Study Snapshot
ObjectiveStudy objective
MethodsResearch methodology
PopulationPopulation studied
Sample sizeSample sizes
OutcomesStudy outcomes here
ResultsStudy results comes here
LimitationsResearch study limitations comes here
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
Abstract
The variety of stimuli that serve as reinforcers in our day-today lives is virtually endless. Yet, when it comes to instructing or experimenting with lower-class children, reinforcement frequently narrows to a class of material objects that are presumed to be most effective with this group. Candies, cookies, toys, tokens, trinkets, and money have been used in programs to improve the academic and social behavior of lower-class children (Chan, Chin, & Mueller, 1970; Hechinger, 1973; Risley, 1968; Risley & Hart, 1968; and Staats & Butterfield, 1965). Interest in tangible reinforcers for lower-class children may be due in part to the mounting evidence that, when used as directed, these incentives and reinforcers can result in significant
Keywords
PsychologySocial Sciences
The Family CoordinatorThe Handbook of Social Psychology
12,664 Citations1969Arthur E. Gravatt, Gardner Lindzey +1 more
Handbooks of sociology and social researchHandbook of Social Psychology
7,552 Citations2013John DeLamater, Amanda K. Ward
Journal of Applied Behavior AnalysisA TOKEN REINFORCEMENT PROGRAM IN A PUBLIC SCHOOL: A REPLICATION AND SYSTEMATIC ANALYSIS<sup>1</sup>
249 Citations1969K. Daniel O’Leary, Wesley C. Becker +2 more
Improvements in academic achievement during the year may have been related to the Token Program, and attendance records appeared to be enhanced during the Token phases, and the data did not indicate any generalization of appropriate behavior from the afternoon to the morning.
Journal of Applied Behavior AnalysisDEVELOPING CORRESPONDENCE BETWEEN THE NON‐VERBAL AND VERBAL BEHAVIOR OF PRESCHOOL CHILDREN<sup>1</sup>
239 Citations1968Todd R. Risley, Betty Hart
Correspondence was developed between children's non-verbal and verbal behavior such that their non- verbal behavior could be altered simply by reinforcing related verbal behavior.
Exceptional ChildrenBehavior Modification of an Adjustment Class: A Token Reinforcement Program
208 Citations1967K. Daniel O’Leary, Wesley C. Becker
The token reinforcement program was equally successful for all children observed, and anecdotal evidence suggests that the children's appropriate behavior generalized to other school situations.
Behaviour Research and TherapyExperiments with token reinforcement in a remedial classroom
198 Citations1968Montrose M. Wolf, David K. Giles +1 more
The effects of the after-school, remedial education program for low-achieving 5th and 6th grade children in an urban poverty area were found to be significant when compared with the gains of a control group who had no remedial program.
Journal of Experimental Child PsychologyClassroom behavior of retarded pupils with token reinforcement
180 Citations1965Jay S. Birnbrauer, M. Wolf +2 more
Journal of Applied Behavior AnalysisREINFORCER SAMPLING: A TECHNIQUE FOR INCREASING THE BEHAVIOR OF MENTAL PATIENTS<sup>1</sup>
124 Citations1968Teodoro Ayllón, Nathan H. Azrin
A procedure for increasing the frequency of using reinforcers was developed: all patients were required to engage in the reinforcing event each time it was available but the duration of this required participation was limited so that the event was merely sampled.
PubMedTreatment of nonreading in a culturally deprived juvenile delinquent: an application of reinforcement principles.
102 Citations1965Arthur W. Staats, William H. Butterfield
The Retarded Child as a Whole Person
98 Citations2017Edward Zigler
Child DevelopmentTHE DISTRACTING EFFECTS OF MATERIAL REINFORCERS IN THE DISCRIMINATION LEARNING OF LOWER. AND MIDDLE-CLASS CHILDREN
42 Citations1970Janet T. Spence
Child DevelopmentTHE ROLE OF INCENTIVE IN DISCRIMINATION LEARNING IN CHILDREN1,2,3
38 Citations1958Glenn Terrell
The experiment reported here is the second in a series designed to study the effects of various incentives on simple discrimination learning and transposition in children and surprising was the fact that, under the delayed incentive condition, the younger Ss, fourand five-year-olds, learned just as quickly and transposed just as consistently as the older Ss.
Review of Educational Research5: Social Class and the Socialization Process
35 Citations1970Edward Zigler
Child DevelopmentTHE INFLUENCE OF VERBAL AND NONVERBAL REINFORCEMENT COMBINATIONS IN THE DISCRIMINATION LEARNING OF MIDDLE-AND LOWER-CLASS PRESCHOOL CHILDREN
30 Citations1967Janet T. Spence, Moira C. Dunton
The performance of lowerand middle-class preschool children on a discrimination task'was compared under 3 reinforcement combinations (Reward, Punishment, Reward-Punishment) and within each of these, verbal reinforcers ("Right" and "Wrong") and nonverbal rein forcers (Candy and a Sound).
Sociology of EducationRaising Academic Motivation in Lower Class Adolescents: A Convergence of Two Research Traditions
30 Citations1971Seymour Spilerman
American Journal of OrthopsychiatrySocial reinforcement and behavior change—Symposium, 1962: 3. Social reinforcement, environmental conditions and the child.
29 Citations1963Edward Zigler
The view is advanced that the understanding of how social reinforcers affect the behavior of children requires a careful analysis of the inherent characteristics of the particular social reinforcer in question and the full appreciation of the specific structure of the child receiving the reinforcer.
The Journal of General PsychologyThe Effect of Money Incentive Versus Praise Upon the Reliability and Obtained Scores of the Revised Stanford-Binet Test
25 Citations1944Samuel F. Klugman
Journal of Experimental Child PsychologyEffect of incentives upon retarded and normal readers on a visual-associate learning task
24 Citations1971Judith D. Goyen, J. G. Lyle
It was found that incentives had an incremental effect upon learning, that incentives were equally effective for both retarded and normal readers, and that the performance of the 2 groups did not differ significantly.
Journal of Experimental Child PsychologyProbability learning as a function of age and incentive
23 Citations1964Harold W. Stevenson, Kenneth L. Hoving
Psychological ReportsAchievement Motivation in Canadian Indian, Middle- and Working-Class Children
22 Citations1965Ann Cameron, Thomas Storm
The middle-class child was more likely than his Indian or working-class peer to tell stories to projective stimuli containing achievement imagery and to prefer a larger, delayed reward to a small immediate one.
Journal of School PsychologyVariations in the intelligence test performance of referred boys of differing racial and socioeconomic backgrounds as a function of feedback or monetary reinforcement
21 Citations1971Roger C. Sweet, Thomas A. Ringness
Journal of Experimental Child PsychologyThe effects of age and incentive value on discrimination learning
21 Citations1966Billie M. Bisett, Morton Rieber
An investigation of the effectiveness of two levels of incentive on discrimination learning indicated that children in the high incentive group made significantly more correct responses than those in the low incentive group.
Child DevelopmentDO MATERIAL REWARDS ENHANCE THE PERFORMANCE OF LOWER-CLASS CHILDREN?
18 Citations1971Janet T. Spence
Journal of PersonalityType and frequency of praise as determinants of favorability of self‐image: An experiment in a field setting<sup>1</sup>
10 Citations1971Reuben M. Baron, Alan R. Bass +1 more
It was found that, in general, lower frequencies of praise produced more positive self-evaluations than highfrequency of praise, and that person-oriented praise was more effective than achievement-oriented praised in enhancing self- evaluation.
Psychological ReportsEffects of Different Reinforcers: A Comparison across Age Levels
10 Citations1963Madge Nickell, Robert M. W. Travers
The Personnel and Guidance JournalInteraction Effect of Extrinsic Rewards and Socioeconomic Strata
9 Citations1968Martin Higgins, N. Sidney Archer
Child DevelopmentTHE EFFECTS OF DIFFERENTIAL REINFORCEMENT ON THE DISCRIMINATION LEARNING OF NORMAL AND LOW-ACHIEVING MIDDLE-CLASS BOYS
9 Citations1972John Raymond Blair
The Journal of Negro EducationThe Effects of Sex, Socioeconomic Class, Experimenter Race, and Kind of Verbal Reinforcement on the Performance of Black Children
8 Citations1974Dennis Carringer, Charles S. Wilson
Perceptual and Motor SkillsSocial Reinforcement Effects on Motor Performance as a Function of Socio-Economic Status
6 Citations1972Rainer Martens
The influence of social reinforcement as a function of social position on motor performance was investigated and the importance of the nonsignificant was explained in terms of information feedback.
Psychonomic ScienceContribution of instructions to the effects of two types of symbolic reinforcers on the discrimination learning of children
6 Citations1969Janet T. Spence, James Armstrong +1 more
The Journal of Educational ResearchDifferential Effects of Incentives among the Retarded<sup>1</sup>
5 Citations1967J. Robert Noonan, John R. Barry
Psychonomic ScienceSome observations of reinforcer preference in children
4 Citations1969Thomas J. Tighe, Louise S. Tighe
Psychonomic ScienceThe interaction of social class and type of reinforcement in discrimination learning
4 Citations1968Martin A. Safer, Liora Kornreich
American Educational Research JournalEffects of Motivational and Presentation Conditions on Digit Recall of Children of Differing Socioeconomic, Racial, and Intelligence Groups
4 Citations1971Barbara K. Keogh, Donald L. MacMillan
The Journal of Educational ResearchThe Motivating Effect of Two Reinforcers upon Lower- and Middle-Class Fifth-Grade Children
3 Citations1968Philip R. Rucinski
Psychonomic ScienceSocial class and reinforcer effects in discrimination learning
3 Citations1968Betty Jo McGrade
Journal of School PsychologyAn integrated approach to the modification of classroom failure and disruption: A case study
2 Citations1970Adrian D. C. Chan, Ada W. Chiu +1 more