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Keeley, Stuart M.; Sprague, Robert L. – J Exp Child Psychol, 1969
Research supported in part by Public Health Service grant NB-07346 from the National Institute of Mental Health.
Descriptors: Discrimination Learning, Feedback, Handicapped Children, Learning Motivation
Download full textWITRYOL, SAM L. – 1967
THE EXTENT TO WHICH INCENTIVES INFLUENCE CHILDREN'S LEARNING WAS STUDIED BY INVESTIGATORS AT THE UNIVERSITY OF CONNECTICUT. BOTH VERBAL AND MATERIAL REWARDS WERE OFFERED TO SELECTED GROUPS OF CHILDREN WHICH VARIED IN NUMBER FROM 48 TO 80 CHILDREN. A DIFFERENTIAL METHOD PERMITTED THE CHILDREN TO EXPLORE THE RANGE OF REWARDS SO THAT THE COMPARATIVE…
Descriptors: Conflict Resolution, Discrimination Learning, Incentives, Learning Motivation
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
Hamilton, Marshall L. – J Genet Psychol, 1969
Descriptors: Behavior Change, Conditioning, Discrimination Learning, Learning Motivation
Peer reviewedGargiulo, Raymond J. – Reading Teacher, 1971
Descriptors: Beginning Reading, Discrimination Learning, Educational Research, Learning Motivation
Peer reviewedDeneke, R. J.; And Others – Reading Improvement, 1979
Reports that praise and extrinsic reinforcers, such as candy, increased the rate of letter recognition in preschool children and that the increase was partially maintained when the reinforcement was removed. (FL)
Descriptors: Discrimination Learning, Early Childhood Education, Language Research, Learning Motivation
West, Leonard J. – 1980
Teachers and teacher educators seem to be little aware of some major concepts about instruction that provide important insights into the central requirements for learning. A common misconception is that motivation has to do with wanting or desiring. It is instead attention to stimuli that is influenced by two powerful agents--(1) suspense,…
Descriptors: Achievement, Behavior Change, Behavioral Objectives, Career Education
