A Mathematical Description of the Relationship Between Frequency of Responding (F) and Intertrial Interval in a Motivational Situation

Mech, Edmund V.; Kapos, Ervin; Hurst, Francis M.; Auble, Donavon

doi:10.1080/00223980.1954.9916149

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1959

1964

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“…To test whether praise was more effective when used in massed or spaced distributions, Mech, Kapos, Hurst, and Auble (1954) studied 240 fourth graders divided into massed versus spaced-reinforcement groups, further divided by 0%, 50%, and 100% verbal reinforcement. The massed-trained group performing significantly better, it was concluded that the intertrial interval is a factor determining the effectiveness of praise.…”

Section: Commented Upon This Conclusion By Statingmentioning

confidence: 99%

Praise and blame as incentives.

Kennedy

Willcutt²

1964

Psychological Bulletin

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33 articles spanning SO yrs. of research on the effects of praise and blame on the performance of school children are reviewed. Praise generally acts as a facilitator to performance, though often it is indistinguishable from practice effect. The single exception in recent years is the decrement in performance from praised underachievers. Exceptions to the generally decremental effect of blame on the performance of children are underachieving children, very bright adolescents, and Negro children working under Negro examiners. The problem of subject-reinforcement history is presented as a major contributor to the confusion in the literature, and the use of functional designs is suggested as a solution.

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Section: Commented Upon This Conclusion By Statingmentioning

confidence: 99%