The effect of tangible reinforcement on the learning and retention of programmed material in academically retarded children

The effect of three reinforcement conditions was determined with respect to the learning and retention of a commercially available program purporting to teach simple nouns. The addition of candy reward to a novel method of presenting knowledge of results produced no change in performance when given on a continuous schedule, but reduced rate of responding when given on a partial schedule, i.e., only terninal frames.