The role of rewards and reinforcements in early education programs: III the use of concrete rewards

Discussion in this paper centers on the role of concrete reinforcers in educational programs. It is argued that despite “language” differences, considerable overlap exists in the papers presented by Hodges and Brophy (see previous two articles, this issue). Further, it is suggested that the inconsistencies and contradictions which do exist cannot be reconciled with existing data and that new research must be undertaken to clarify the issues.