Year: 1970
Type: article
Study design: Clinical Trial
Abstract: Self-determined, experimenter-determined, and chance-determined token reinforcement treatments were compared with a no-token treatment, in terms of effect on the learning of history and geography material in the classroom. Each treatment was assigned to one of four heterogeneous classes of Grade nine girls. An initial baseline period preceded the differential reinforcement period, and a token withdrawal period followed. Subsequently, the self-determined treatment was employed in all three token reinforcement classes, before a final baseline period occurred. Findings included a similarity of initial baseline performance for all classes, an equal superiority of self-determined and experimenter-determined treatments to chance-determined and no-token treatments, and significant improvement from initial baseline to final baseline for self-determined and experimenter-determined treatments, but not chance-determined and no-token treatments. Differential token reinforcement experience was found to influence subsequent rate of self-determined token reinforcement.
Author: E. L. Glynn
Institution: University of Toronto
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2107724625