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The Role of Antecedent Positive and Negative Comments in the Control of Children's Behavior
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Redd, William H.; Winston, Andrew S. – Child Development, 1974
The relative effectiveness of positive and negative adult preference statements in controlling children's behavior was studied. Results indicated that the adult's antecedent negative comments exerted greater control over the children than did the positive comments. (ST)
Descriptors: Behavior Development, Discrimination Learning, Feedback, Preschool Children
An Information-Processing Analysis of Reinforcement in Children's Discrimination Learning
Peer reviewed Peer reviewed
Estes, Katherine W. – Child Development, 1976
The information load analysis of a discrimination-learning situation was studied by comparing speed of learning with a conventional reinforcement procedure and an inseparable reinforcer. Results showed more rapid learning by 4- to 6-year-olds with the inseparable reinforcer on earlier problems in a series and greater effect on more difficult…
Descriptors: Discrimination Learning, Kindergarten Children, Reinforcement, Time Factors (Learning)
Frequency Discrimination by Young Infants
Peer reviewed Peer reviewed
Wormith, S. J.; And Others – Child Development, 1975
Investigated the possibility that evidence of frequency discrimination might be found when the experimental procedures involved the conjugate reinforcement of nonnutritive sucking. (SDH)
Descriptors: Auditory Discrimination, Cognitive Development, Discrimination Learning, Infant Behavior
Effects of Incentive Magnitude upon Discriminative Learning and Choice Preference in Young Children
Peer reviewed Peer reviewed
Masters, John C.; Mokros, Janice R. – Child Development, 1973
It was concluded from the date that satiation plays a determining role in the continued utilization of an acquired response while distraction is a primary determinant of acquisition rate. (Authors)
Descriptors: Discrimination Learning, Motivation, Preschool Children, Reinforcement
The Effects of Reward and Punishment Upon Children's Attention, motivation, and Discrimination Learning
Peer reviewed Peer reviewed
Witte, Kenneth L.; Grossman, Eugene E. – Child Development, 1971
Descriptors: Attention, Discrimination Learning, Kindergarten Children, Motivation
Observing Behavior and Children's Discrimination Learning
Peer reviewed Peer reviewed
Goldstein, Sondra Blevins; Siegel, Alexander W. – Child Development, 1971
Study found that stimulus presence during a delay of reinforcement interval enhanced performance, and to a large extent prevented the usual delay-produced decrement. (Authors)
Descriptors: Data Analysis, Discrimination Learning, Grade 3, Intervals
Effects of Spatial Separation of Stimulus, Response, and Reward in Discrimination Learning by Children
Peer reviewed Peer reviewed
Ramey, Craig T.; Goulet, L. R. – Child Development, 1971
Male school children of three age levels were tested on a 2-choice visual discrimination task that varied in spatial continguity of stimulus, response, and reward. Separation of stimulus from response and reward was found to retard learning. (WY)
Descriptors: Discrimination Learning, Grade 2, Grade 4, Grade 6
The Discrimination Learning of Normal and Retarded Children as a Function of Penalty Conditions and Etiology of the Retarded
Peer reviewed Peer reviewed
Harter, Susan; And Others – Child Development, 1971
Descriptors: Comparative Analysis, Discrimination Learning, Handicapped Children, Learning Theories
Facilitation of Discrimination Learning with Delayed Reinforcement
Peer reviewed Peer reviewed
Goldstein, Sondra Blevins; Siegel, Alexander W. – Child Development, 1972
Study attempts to clarify the attentional versus perceptual learning functions of presence of the discriminative stimuli during delay. (Authors)
Descriptors: Data Analysis, Discrimination Learning, Elementary School Students, Pacing
Effect of Reinforcement Conditions on a Discrimination Learning Task for Impulsive versus Reflective Children
Peer reviewed Peer reviewed
Hemry, Frances P. – Child Development, 1973
First-grade boys (N=260) were classified according to response style on a continuum of reflectivity-impulsivity using Kagan's Matching Familiar Figures Test. For all groups, performances were poorest under reward conditions and better under the punishment and reward plus punishment conditions. (ST)
Descriptors: Conceptual Tempo, Discrimination Learning, Grade 1, Individual Differences
The Effects of Differential Reinforcement on the Discrimination Learning of Normal and Low-Achieving Middle-Class Boys
Peer reviewed Peer reviewed
Blair, John Raymond – Child Development, 1972
Results indicated that the normal achievers learned more effectively under person and performance reinforcement than under tangible reinforcement, whereas the reverse was true for low achievers. (Author)
Descriptors: Achievement Rating, Data Analysis, Discrimination Learning, Grade 3
Meaning and Attention as Determinants of Social Reinforcer Effectiveness
Peer reviewed Peer reviewed
Cairns, Robert B. – Child Development, 1970
Descriptors: Discrimination Learning, Extinction (Psychology), Negative Reinforcement, Positive Reinforcement