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Direct linkZentall, Shannon R.; Morris, Bradley J. – Journal of Experimental Child Psychology, 2010
Previous research has demonstrated that generic praise ("good drawer") is related to children giving up after failure because failure implies the lack of a critical trait (e.g., drawing ability). Conversely, nongeneric praise ("good job drawing") is related to mastery motivation because it implies that success is related to effort. Yet children…
Descriptors: Persistence, Motivation, Positive Reinforcement, Young Children
Peer reviewedParton, David A.; Priefert, Maria J. – Journal of Experimental Child Psychology, 1975
This study examines the possibility that the relational stimulus arising from being imitated serves a reinforcing function. A total of 48 preschool children performed a task in which some neutral stimuli were repeatedly associated either with an adult's matching the subject's behavior or the adult's mismatching the subject's behavior. (Author/GO)
Descriptors: Imitation, Positive Reinforcement, Preschool Children, Responses
Peer reviewedBrown, Richard A. – Journal of Experimental Child Psychology, 1971
Descriptors: Kindergarten Children, Motivation, Positive Reinforcement, Rewards
Peer reviewedAltman, Karl – Journal of Experimental Child Psychology, 1971
Descriptors: Cooperation, Play, Positive Reinforcement, Preschool Children
Peer reviewedVasta, Ross – Journal of Experimental Child Psychology, 1976
Accuracy of imitation by 60 kindergarten subjects was examined using a task in which a female modeled a series of pegboard patterns and delivered accuracy contingent feedback. Four methods of feedback and a no-feedback control were compared. (GO)
Descriptors: Elementary Education, Feedback, Imitation, Kindergarten Children
Peer reviewedMeddock, Terry D.; And Others – Journal of Experimental Child Psychology, 1971
On a simple motor task the performance of 32 4-year-old children of each sex increased under both adult praise and adult presence with the effects being additive. (WY)
Descriptors: Motivation, Positive Reinforcement, Preschool Children, Social Reinforcement
Peer reviewedMunson, Stuart; Lehrer, Paul M. – Journal of Experimental Child Psychology, 1975
The relative effectiveness of two types of verbal reinforcement and one type of tangible reinforcement on a two-choice discrimination task was determined for middle and lower class male and female preschool children. It is suggested that consideration of baseline and IQ might have reconciled disparate findings of previous studies. (GO)
Descriptors: Discrimination Learning, Intelligence Differences, Positive Reinforcement, Preschool Education
Peer reviewedHovell, Melbourne F.; And Others – Journal of Experimental Child Psychology, 1978
This study investigated the effects of parental models plus nondifferential praise, and expansions plus nondifferential praise on 2-year-old children's spontaneous use of color and size adjective-noun combinations. (Author/SB)
Descriptors: Language Acquisition, Language Research, Models, Mothers
Peer reviewedMartin, Jerry A. – Journal of Experimental Child Psychology, 1977
Descriptors: Adults, Children, Early Childhood Education, Interaction Process Analysis
Peer reviewedCrowder, Aletha M. H.; Hohle, Raymond H. – Journal of Experimental Child Psychology, 1970
Descriptors: Discrimination Learning, Feedback, Grade 1, Positive Reinforcement
Peer reviewedBabad, Elisha Y.; Weisz, Paula – Journal of Experimental Child Psychology, 1977
This study tested the prediction that a satiation effect would be observed only for noncontingent social stimuli, and not for groups presented with contingent stimuli. (Author/SB)
Descriptors: Age Differences, Attribution Theory, Discrimination Learning, Elementary School Students
Peer reviewedHolt, Gary L. – Journal of Experimental Child Psychology, 1971
Descriptors: Academic Achievement, Attention Span, Grade 1, Mathematics Instruction
Peer reviewedRedd, William H.; And Others – Journal of Experimental Child Psychology, 1975
Studied the effects of positive and negative interaction on the performance of preschool and elementary school children and their preferences for the adults associated with each type of interaction. (Author/SDH)
Descriptors: Adults, Elementary School Students, Extinction (Psychology), Interaction Process Analysis
Peer reviewedHarter, Susan – Journal of Experimental Child Psychology, 1977
In this study, designed to explore the relationship between pleasure and cognitive challenge, 32 normal first grade children and 32 MA-matched familial mentally retarded children were given puzzles representing four difficulty levels. (Author/SB)
Descriptors: Difficulty Level, Elementary School Students, Mental Retardation, Positive Reinforcement
Peer reviewedSawin, Douglas B.; Parke, Ross D. – Journal of Experimental Child Psychology, 1979
Two studies were conducted to assess the effects of interagent, inconsistent discipline on aggression in young boys. (MP)
Descriptors: Age Differences, Aggression, Antisocial Behavior, Discipline
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