Attentional deficits of learning-disabled children: Effects of rewards and practice

This study investigated the effects of rewards and practice on the attentional task performance of learning-disabled (LD) and normally achieving children. Contingent feedback and rewards resulted in faster but less accurate performance by the LD children. Despite the speed-accuracy trade-off, the LD children still responded more slowly than the controls. However, limited practice on the tasks resulted in significantly improved performance, such that the groups performed similarly. Poorer performance of LD children on their first encounter with laboratory measures of attention may be due to inefficient strategies rather than to actual deficits in ability to attend.This paper is based on the author's dissertation. I gratefully acknowledge the assistance of Nancy Ponzetti-Dyer, Susan Shapiro, and Duane Kemp in the data collection, and of Raymond Romanczyk and two anonymous reviewers for comments on a draft of this article.     

Reliability and validity of the revised fear survey schedule for children (FSSC-R)

In this study, the validation of a Revised Fear Survey Schedule for Children (FSSC-R) is detailed. Psychometric properties of the scale are reported for two normal samples and one clinical sample of school-phobic children. Initial analyses indicate that the FSSC-R possesses high internal consistency, high test-retest reliability and acceptable stability over time. Further, it adequately discriminates between normal and clinical samples, has acceptable convergent and discriminant validity and possesses a meaningful factor structure. The potential clinical utility of the scale is discussed, and important social and developmental issues affecting the development and expression of fear in children are addressed.     

Fixed-ratio and fixed-interval schedule control of matching-to-sample errors by children

Nine children, ages 4 through 7 yr, matched-to-sample on fixed-ratio, fixed-interval, variable-ratio, and variable-interval schedules of reinforcement. Simultaneous, zero-delay, and 2-sec delay matching were employed. Distributions of errors, in which the greatest number of errors occurred at the ordinal position immediately after reinforcement with fewer errors occurring at subsequent positions in the ratio, were produced by six of six children on fixed-ratio schedules for zero-delay and both of two children for 2-sec delay matching. Only two children of seven produced similar error distributions on simultaneous matching for fixed-ratio reinforcement. Variable-ratio schedules produced slightly lower accuracy for most subjects and no systematic error patterns for any subject. Error distributions occurred for all of the five children who experienced fixed-interval schedules for zero-delay matching. Peak error production occurred in the second fourth of the interval. Similar patterns were not produced on variable-interval schedules of equal reinforcement density. Schedule control of complex discriminated operants in children resembles control over similar responses of nonhuman animals.     

Some effects of token rewards on school achievement of children with Down's syndrome

The effectiveness of a token economy system in producing improvement in the academic performance of children with Down's syndrome was tested. One group of seven children received token reinforcement for correct responses and showed significant improvement both in arithmetic and language. A second matched group of six children received only verbal praise for correct responses to the same instructional materials and failed to improve in arithmetic but showed significant gains in language. Re-test scores one year later revealed that the Token Group maintained its gains in both subjects whereas the language performance of the No-Token Group showed a significant decline.     

Comparing rapid assessments of delay discounting with real and hypothetical rewards in children

Recent advances in assessment methodology have resulted in a highly efficient procedure for obtaining delay discounting rates for adults: a 5‐trial adjusting delay task (ADT‐5) examining intertemporal choice for hypothetical rewards. The low participant burden of this task makes it potentially useful for children, with whom delay discounting research is relatively limited. However, it is unknown whether results from this task match choice for real rewards. The present study assessed delay discounting for real and hypothetical monetary rewards using a modified ADT‐5 with 9 children admitted to a psychiatric day treatment program. Participants completed up to 3 tasks with each reward type in alternating order. No difference in discounting rate, via log(k), was observed between the first task of each reward type. This finding was replicated across subsequent tasks for the subset of participants (n = 6) who completed all 6 tasks. However, delay discounting of real and hypothetical rewards was not found to be statistically equivalent. These results suggest that a modified ADT‐5 using hypothetical rewards may be a viable option for assessing delay discounting in children with psychiatric diagnoses, but additional research is needed to explicitly examine whether hypothetical and real rewards are discounted equivalently in this population.     

Performance of children under a multiple random-ratio random-interval schedule of reinforcement

Three children, aged 1.5, 2.5, and 4.5 years, pressed telegraph keys under a two-component multiple random-ratio random-interval schedule of reinforcement. In the first condition, responses on the left key were reinforced under a random-interval schedule and responses on the right key were reinforced under a random-ratio schedule. In the second condition, the schedule components were reversed. In the third condition, the original arrangement was reinstated. For all subjects, rates of responding were higher in the random-ratio component despite higher rates of reinforcement in the random-interval component. The average interreinforcement interval of the random-interval component was increased in the fourth condition, resulting in more similar rates of reinforcement for both schedule components, and then returned to its original value in the fifth condition. In both conditions, all subjects continued to exhibit higher rates of responding in the ratio component than in the interval component. Although these observations are consistent with results from studies with pigeons, it is argued that the response-rate differences between the interval and ratio schedule components are sufficient to demonstrate schedule sensitivity.     

Effects of pairing stimuli with reinforcement on multiple schedule performance of children

A nonsense word was paired with reinforcement to determine if pairing affected emission of a response that produced the word in the signalled absence of reinforcement. Children were trained on a multiple schedule that consisted of a reinforcement component, conditioned reinforcement component, and control component, each set of contingencies being signalled by a different colored light. In the primary reinforcement component, lever presses produced reinforcers which, in some phases, were paired with a word. In the other two components, lever presses were not reinforced and a button was made accessible. Button presses in the conditioned reinforcement component produced the word to be (or being) paired, e.g., "yafeh", while button presses in the control component produced another word, e.g., "grunch". Button pressing increased when one of the words was being paired and decreased when pairing was discontinued, but directly related rate changes occurred also in the control component. The order of components was shown to be a contributing variable.     

Temporal discounting of monetary rewards in children and adolescents with ADHD and autism spectrum disorders

It has been difficult to differentiate attention‐deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) in terms of some aspects of their cognitive profile. While both show deficits in executive functions, it has been suggested that they may differ in their response to monetary reward. For instance, children with ADHD prefer small immediate over large delayed rewards more than typically developing controls. One explanation for this is that they discount the value of rewards to a higher degree as they are moved into the future. The current study investigated whether children with ADHD can be differentiated from those with ASD in terms of reward discounting. Thirty‐nine children (8–16 y) with ADHD, 34 children with ASD and 46 typically developing controls performed a hypothetical monetary temporal discounting task. Participants were instructed to make repeated choices between small variable rewards (0, 5, 10, 20, 30€) delivered immediately and large rewards delivered after a variable delay. Children with ADHD but not ASD discounted future rewards at a higher rate than typically developing controls. These data confirm steeper discounting of future rewards in ADHD and add to a small but growing literature showing that the psychological profile of ADHD can be distinguished from that of ASD in terms of disrupted motivational processes.     

Preference for unpredictable food rewards occurs with high proportion of reinforced trials or alcohol if rewards are not delayed

Organisms typically prefer situations where reward and nonreward are predictable rather than unpredictable. Although many theories can account for this result (e.g., information theory and delay-reduction theory), a recently developed mathematical model (DMOD) also predicts that subjects prefer the unpredictable reward situation under conditions that substantially decrease aversiveness of unpredictable nonreward (Daly & Daly, 1982). Because a high proportion of reinforced trials (lenient schedule) and alcohol injections decrease aversive conditioning, these variables were tested with rats in five E-maze experiments. A choice to one side of the maze resulted in a stimulus uncorrelated with reward outcome (unpredictable situation). A choice to the other side resulted in stimuli correlated with reward and nonreward (predictable situation). The stimuli were not visible until after the choice was made. A lenient reinforcement schedule resulted in preference for the unpredictable reward situation if rewards were not delayed. Alcohol resulted in preference for the unpredictable reward situation if a medium five-pellet reward was given. A lenient reinforcement schedule combined with an alcohol injection resulted in faster acquisition of the preference for the unpredictable reward situation than did a lenient schedule combined with a saline control injection. These results pose a major challenge to most theories, yet were predicted by DMOD.     

Introducing uninteresting tasks to children: a comparison of the effects of rewards and autonomy support

Two experiments compared rewards and autonomy support as methods to promote children's self-regulation for an uninteresting vigilance task. Dependent measures were ratings of positive affect, perception of the task's value, and free-choice engagement. ANOVA results revealed some positive effects associated with autonomy support, whereas no effect for rewards was found in either study. The outcomes of most interest were correlations between free-choice behavior and self-reported measures of affect and value, reflecting the level of integration in self-regulation. As predicted by self-determination theory (Deci & Ryan, 1985, 1991, 2000), rewards were associated with behaviors incongruent from affect and value, whereas autonomy support led to integrated self-regulation. This finding was first detected in Study 1 and later replicated in Study 2. Together, these results point to autonomy support as a beneficial alternative to the common use of rewards.     

Evaluating public posting,goal setting,and rewards to increase physical activity in children

In this study, we evaluated several components of a pedometer-based intervention with children in an elementary-school-aged classroom, across 24-h sessions. The intervention included combinations of self-monitoring, goal setting, feedback, and reinforcement, and data were analyzed at both the classroom level (i.e., average daily step totals) and the individual level (i.e., daily step totals), across phases. The highest levels of physical activity were observed when components of self-monitoring, public posting, goal setting, and feedback with reward were applied concurrently.     

Temporal regulation of children with autism spectrum disorder exposed to a differential-reinforcement-of low-rates schedule

This study investigated temporal adjustment of children with autism spectrum disorder under a differential-reinforcement-of-low-rates (DRL) schedule. Sixteen participants, aged 3.2 to 7 years, were exposed to two conditions, DRL 5 s and DRL 20 s. Children participated in 7 sessions in each condition, except for 1 participant who attained the adjustment criteria in the DRL 5-s schedule. Temporal adjustment was measured with the proportion of reinforced interresponse times (IRTs) and the mean IRT. The operant response was a press on a touch screen and the reinforcers were cartoons. IQ and receptive language were measured prior to the DRL sessions. Results showed that the mean proportion of reinforced IRTs was slightly higher in the DRL 5-s schedule. The mean IRT was above the IRT requirement in both conditions. However, substantial individual variability was observed. Children with higher IQ and receptive language scores presented a greater proportion of reinforced IRTs in both conditions. Moreover, participants who adjusted their responses to the DRL 5-s schedule were more likely to adjust responding to the DRL 20-s schedule. This suggests that some children might be more sensitive to reinforcement contingencies than others. This study points at future research in the field of timing in children.