Children's performance as a function of race of E, race of S, and type of verbal reinforcement

Allen, Sara; Dubanoski, Richard A.; Stevenson, Harold W.

doi:10.1016/0022-0965(66)90025-7

Cited by 31 publications

(20 citation statements)

References 12 publications

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“…They found that on their oddity discrimination task, black testers evoked higher performance scores than did white testers from their second-, sixth-, and tenth-grade children. Similarly, Allen, Dubanoski, and Stevenson (1966) found that black boys improved more favorably at a marble dropping task when they were subjected to reinforcement from black experimenters than when they were reinforced by white experimenters.…”

Section: Interests Values and Social Influencementioning

confidence: 88%

“…On the other hand, a considerable body of literature has been accumulated regarding the social-situational determinants of poor achievement in blacks. Family and child-rearing factors (e.g., Deutsch, 1960;Rosen, 1959;Solomon, Houlihan, Busse, & Parelius, 1971), socioeconomic status (e.g., Epps, 1969;Tulkin, 1968;Turner, 1972), teacher expectancies (e.g., Kleinfeld, 1972;Krupczak, 1973), and race of social others (e.g., Allen, Dubanoski, & Stevenson, 1966;Katz, Atchison, Epps, & Roberts, 1972;Katz, Henchy, & Allen, 1968) are just a few of the variables whose relationship to achievement orientations have been studied in survey and experimental research.…”

Section: Review Of Educational Researchmentioning

confidence: 99%

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Toward a Reconceptualization of the Social-Cognitive Bases of Achievement Orientations in Blacks

Banks¹,

McQuater²,

Hubbard³

1978

Review of Educational Research

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The search for the important psychological antecedents of divergent patterns of achievement in whites and blacks has given rise to a plethora of literature on that topic over the past several years. The conceptual thrust of the research conducted so far may be characterized as falling largely into either of two (admittedly global and arbitrary) theoretical camps. On one hand, much energy has been devoted to uncovering the dispositional causes of poor achievement in black persons. In this regard, empirical evidence has been accumulated on the

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Section: Interests Values and Social Influencementioning

confidence: 88%

Section: Review Of Educational Researchmentioning

confidence: 99%

Toward a Reconceptualization of the Social-Cognitive Bases of Achievement Orientations in Blacks

Banks¹,

McQuater²,

Hubbard³

1978

Review of Educational Research

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“…It appears reasonable to assume that the large number of studies (e.g., Allen, Dubanoski, & Stevenson 1966;Hill 1967;Stevenson 1963;and Stevenson, Hale, Hill, & Moley 1967) utilizing noncontingent supportive comments could have produced larger and more reliable difference scores had they made supportive comment contingent upon performance. It appears reasonable to assume that the large number of studies (e.g., Allen, Dubanoski, & Stevenson 1966;Hill 1967;Stevenson 1963;and Stevenson, Hale, Hill, & Moley 1967) utilizing noncontingent supportive comments could have produced larger and more reliable difference scores had they made supportive comment contingent upon performance.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Contingent and Noncontingent Social Reinforcement upon Children in a Simple Operant Task

Pawlicki¹

1972

Child Development

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“…The dual properties are the motivational or drive properties (which are assumed to reduce some drive state, as a "need for approval"), and the cue or signal properties (which considers the informational value of the stimulus). Those researchers who are most concerned with the motivational properties of verbal events (e.g., Stevenson, 1965) have attempted to clarify the discrepant results by further analyses of subject, experimenter, and task variables; for example, the age of the subject whose reponses are being consequated (Allen, 1966;Allen, Dubanoski, & Stevenson,. 1966;Kelley & Stephens, 1964;Meyer & Seidman, 1961;Spear, 1970;Stevenson & Cruse, 1961), or the complexity of the task being performed (Allen, 1966;Kennedy & Willcutt, 1965;Meyer & Offenbach, 1962;Rosenhan, 1966;Stevenson & Cruse, 1961).…”

mentioning

confidence: 99%

The Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers

Nelson

1974

Journal of Reading Behavior

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Abstract. Initial reading acquisition was taught to 64 kindergarten children for 11 weeks utilizing a two x two x four factorial design. The two antecedent conditions were the Lippincott (phonics -Ph) and Scott-Foresman (sight recognition -SR) Series. The two consequent conditions were positive verbal feedback following correct reading responses (R-N) and negative verbal feedback following incorrect reading responses (N-W). Four experimenter-teachers (ET) were used. Utilizing standardized tests of reading achievement, it was found that Ph produced a reading response of letter-sound combinations, whereas SR produced recognition of a limited number of words. There were no consistent differences for the variables of teacher, IQ, or sex.The initial focus of behavior modification as applied to school settings was to manipulate the type of consequences (e.g., teacher and/or peer attention, high-probability responses a la the Premack principle, tokens) contingent upon social behaviors that were judged as appropriate or inappropriate to classrooms (see O'Leary & O'Leary, 1972, for an overview of this area). This focus is currently widening along two dimensions: to include academic as well as social behaviors, and to modify both of these types of behavior by manipulating antecedent as well as consequent conditions (Nelson, 1973).The present study, including reading within the framework of operant psychology (Bloom, 1973;Goldiamond & Dyrud, 1966), simultaneously investi-*This article is a summary of the author's doctoral dissertation at the State University of New York at Stony Brook. The author is indebted: to her committee chairman, Alan O. Ross, for his assistance; to Sachem School District, for cooperation and subjects; to the Stony Brook students who participated in this investigation (Emily Davidson, Nancy Fenrick, Julie Heiman, Jerry Jed, Lynn Mofenson, Linda Nash, Linda Rudin Hay, Roger Shadlowsky, David Sheslow, May Tung, and Denise Whikehart); to the J. B. Lippincott Company for a discount; and to the Graduate School at Stony Brook for a grant-in-aid. Portions of this paper were presented at the Southeastern Psychological Association Annual Meeting, New Orleans, April, 1973. †Request reprints from the author, Department of Psychology, University of North Carolina, Greensboro, North Carolina 27412. 306Journal of Reading Behavior 1974 VI, 3 gated the effects of manipulations of both antecedent and consequent conditions on the reading behavior of beginning readers. The antecedent conditions selected were two published series which utilized different methods of teaching reading; the consequent conditions were two types of verbal feedback from the reading instructors.Although the current study did compare two reading series, the Lippincott Basic Reading Program (1969) and the Scott-Foresman Basic Reading Program (1965) which respectively are examples of the phonics and sight recognition methods of teaching reading, this comparison was not made to add fuel to the "which is the best method" argument (Aukerman, 1971)...

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Children's performance as a function of race of E, race of S, and type of verbal reinforcement

Cited by 31 publications

References 12 publications

Toward a Reconceptualization of the Social-Cognitive Bases of Achievement Orientations in Blacks

Toward a Reconceptualization of the Social-Cognitive Bases of Achievement Orientations in Blacks

The Influence of Contingent and Noncontingent Social Reinforcement upon Children in a Simple Operant Task

The Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers

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