The effect of approbation and reproof on the mastery of nonsense syllables.

Wood, Tony

doi:10.1037/h0075001

Cited by 6 publications

(2 citation statements)

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“…These tables contain the author, date, subjects, methods, and findings. Relative to praise and reproof, and under this division, the audiors review the studies of Brenner (18), Briggs (19,20), Gates and Rissland (35), Gilchrist (36), Hurlock (41,42), Laird (50), 51, 52), Warden and Cohen (79), and Wood (82). Under "studies of competition" diey list Leuba (57), whose study involved some use of praise.…”

Section: Historicalmentioning

confidence: 99%

The effects of praise and blame as incentives to learning.

Schmidt¹

1941

Psychological Monographs

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The preceding review of the literature leaves no definite conclusions to be drawn as to the effectiveness of praise and blame as incentives to learning. This has been brought about, it is felt, through there being no clear-cut conception of the basic principles involved, or through a nonrealization or non-differentiation of what was being sought and what was actually being done. The groups employed as subjects in this experiment were comprised of the following: 85 boys and 81 girls from six 7th grade classes, and 84 boys and 102 girls from six 8th grade classes, all from the Woodland Way Junior High School in Hagerstown, Maryland (population, approximately 35,000); 192 boys from six high school classes at McDonogh School, McDonogh, Maryland (a private boys' school near Baltimore); and a college group of 30 men. The apparatus employed with the college subjects was standard laboratory equipment for measuring the physiological changes of blood pressure, pulse, and breathing rate. The purpose of this investigation is threefold: to seek an answer to the question of the effects of Praise and Blame as incentives in learning; to observe the effects of different testers; and to determine the attendant emotional aspects, as evidenced from physiological changes recorded on a kymograph. This investigation was not concerned with testing the effects of Praise or Blame as psychological opposites, but rather their effectiveness, per se, in producing a change in the learning situation. The statements of Praise or Reproof were administered rather much as would be done in any routine classroom situation of like nature; but with the precaution that no external factors of either tester would bias the results.

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Section: Historicalmentioning

confidence: 99%

The effects of praise and blame as incentives to learning.

Schmidt¹

1941

Psychological Monographs

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“…Wood (73) in an experimental situation found students in a group that was praised for learning nonsense syllables to show the greatest improvement over earlier performance, a group that was reproved to show almost as much improvement, and a control group to show very little or no improvement over previous performance. Brenner (6) found neither praise nor blame particularly effective as an incentive in a study of third-grade children engaged in learning word-lists.…”

Section: Rewards and Punishmentsmentioning

confidence: 99%