Document Type

Thesis

Date of Degree Completion

Fall 1970

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Max Zwanzinger

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.

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