Token reinforcement on WISC-R performance for white,low-socioeconomic,upper and lower elementary-school-age students |
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Institution: | 1. Yale Child Study Center, 230 South Frontage Road, New Haven, CT 06520, USA;2. Bates College, 2 Andrews Road, Lewiston, ME 04240;3. Department of Psychology 1227 University of Oregon Eugene, OR 97403 |
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Abstract: | The effects of token rewards on the WISC-R performance of white, first, second, fourth, and fifth grade students of low-socioeconomic-status were examined. Twenty control subjects (10 first- and second-graders, 10 fourth- and fifth-graders) were administered the IQ test according to standardized procedures. An experimental group of 20 subjects (10 first- and second-graders, 10 fourth- and fifth-graders) earned tokens immediately following each correct response on the WISC-R. Upon completion of testing, tokens were exchangeable for a variety of items costing less than $3.00. The results indicated that the experimental group scored significantly higher (mean = 108) than the control group (mean = 102). A significant difference was also found for grade level, the first- and second-graders scoring higher (mean = 107) than the fourth- and fifth-graders (mean = 102). The implications for future research are discussed. |
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