Document Type
Thesis
Date of Degree Completion
Fall 1970
Degree Name
Master of Education (MEd)
Department
Education
Committee Chair
Max Zwanziger
Second Committee Member
Donald R. Shupe
Third Committee Member
Warren Street
Abstract
Many variables contribute to the effectiveness of social reinforcement in eliciting changes in children's behavior. To date, little work has been done on subject variables such as cognizance of reinforcement contingencies and preference for one type of reinforcement as opposed to another. In previous research the effectiveness of verbal, social reinforcers have been evaluated on task performance criteria (e.g., marble in the hole game) with Subjects in direct contact with the reinforcing agent. The present study investigated these variables by having children rate two categories of verbal, social reinforcers. One category was composed of student-centered statements and the other consisted of achievement-centered statements. Statements of each category were devised by E, recorded by script readers, and presented via tape recordings to the subjectss for rating. It was predicted: 1. Lower class subjects would rate student-centered statements more positively than achievement-centered statements. 2. Middle class subjects would rate achievement-centered statements more positively than student-centered statements. 3. Lower class subjects would rate student-centered statements more positively than middle class subjects. 4. Middle class subjects would rate achievement-centered statements more positively than lower class subjects.
Recommended Citation
Talmadge, Steven John, "The Meaning of Two Categories of Verbal Reinforcement to Middle and Lower Class Children" (1970). All Master's Theses. 1561.
https://digitalcommons.cwu.edu/etd/1561