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| Positive Reinforcement | 40 |
| Task Performance | 40 |
| Motivation | 13 |
| Reinforcement | 11 |
| Elementary School Students | 10 |
| Performance Factors | 10 |
| Discrimination Learning | 9 |
| Negative Reinforcement | 9 |
| Rewards | 9 |
| Social Reinforcement | 8 |
| Preschool Children | 6 |
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| Reports - Research | 5 |
| Speeches/Meeting Papers | 3 |
| Journal Articles | 2 |
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Irwin, Louise; Renner, K. Edward – J Abnorm Psychol, 1969
Based in part on a PhD dissertation (Irwin) submitted to the University of Pennsylvania.
Descriptors: Negative Reinforcement, Performance Factors, Positive Reinforcement, Schizophrenia
Partong, David A.; Fouts, Gregory T. – J Exp Child Psychol, 1969
Descriptors: Discrimination Learning, Positive Reinforcement, Reinforcement, Responses
Laird, Dugan – Training in Business and Industry, 1971
The ideal training system recognizes that most performance problems are execution problems: lack of feedback, task interference, or punishment--and rarely motivation. As an initial place for study, the ideal training system works backward from company profits to choose areas contributing most to profit. (EB)
Descriptors: Cost Effectiveness, Personnel Management, Positive Reinforcement, Task Performance
Peer reviewedMeddock, Terry D.; And Others – Journal of Experimental Child Psychology, 1971
On a simple motor task the performance of 32 4-year-old children of each sex increased under both adult praise and adult presence with the effects being additive. (WY)
Descriptors: Motivation, Positive Reinforcement, Preschool Children, Social Reinforcement
Peer reviewedDonohue, Barbara; Ratliff, Richard G. – Journal of Genetic Psychology, 1976
The differential effects of contingent reward (candy), punishment (loss of candy), and knowledge of results (KOR) were investigated in eighty 9- to 10-year-old males. Level of performance of groups receiving KOR was significantly higher than performance on groups rewarded or punished with candy. (MS)
Descriptors: Behavioral Science Research, Elementary Education, Feedback, Positive Reinforcement
Peer reviewedChandler, Alvin; Boroskin, Alan – American Journal of Mental Deficiency, 1971
Investigated was whether the value of an event influences a subject's guess that the event will occur. (KW)
Descriptors: Expectation, Mental Retardation, Performance Factors, Positive Reinforcement
Peer reviewedCole, Pamela M.; Hartley, Deborah Green – Child Development, 1978
Descriptors: Conceptual Tempo, Elementary School Students, Positive Reinforcement, Reaction Time
Becker, Paul W. – J Exp Psychol, 1970
Descriptors: Behavioral Science Research, Learning Theories, Negative Reinforcement, Positive Reinforcement
Peer reviewedMartin, Jerry A. – Journal of Experimental Child Psychology, 1977
Descriptors: Adults, Children, Early Childhood Education, Interaction Process Analysis
Peer reviewedCrowder, Aletha M. H.; Hohle, Raymond H. – Journal of Experimental Child Psychology, 1970
Descriptors: Discrimination Learning, Feedback, Grade 1, Positive Reinforcement
Peer reviewedHarackiewlcz, Judith M. – Journal of Personality and Social Psychology, 1979
Examines the effects of reward contingency and positive performance feedback on subsequent intrinsic motivation for an enjoyable task. Subjects were 93 high school students. (CM)
Descriptors: Feedback, High School Students, Motivation, Motivation Techniques
Funderburk, Frank R., Jr. – Probe, 1974
Forty primary school students were randomly assigned into four groups based on the level of pretest approval provision and type of pretest task. The efficacy of social approval as a reinforcing stimulus was then tested on a two-choice discrimination learning task in which every correct response was reinforced by contingent approval presentation.…
Descriptors: Behavior Patterns, Discrimination Learning, Elementary School Students, Positive Reinforcement
McManis, Donald L.; and others – Amer J Ment Deficiency, 1969
Descriptors: Exceptional Child Research, Mental Retardation, Motivation, Negative Reinforcement
Download full textWeir, Morton W. – 1965
In a 1964 investigation of the effects of age and memory on problem solving, using subjects from age three to age nineteen, it was found that the youngest and oldest subjects performed a three-choice probabilistic task significantly different from the "middle-age" children (7 to 9 years old). The three-choice task was an apparatus with a…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Learning
Blair, John Raymond – 1971
This investigation attempted to clarify the effects of different classes of reinforcement on the size discrimination learning of normal and low achieving third grade middle class boys. The classes of reinforcement consisted of tangible reinforcement, person reinforcement (praise), and performance reinforcement (correctness of response). Each of…
Descriptors: Academic Achievement, Discrimination Learning, Grade 3, Learning Motivation
