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Masters, John C.; Christy, Monica D. – Child Development, 1974
It was hypothisized that socialization within an achievement-oriented culture would encourage children to adjust the amount of self reward according to length and difficulty of a task. Task length but not difficulty was found to influence a self reward in second grade children. (ST)
Descriptors: Achievement, Elementary School Students, Reinforcement, Self Reward
Aschbacher, Pamela Robinson – 1979
This study of self-reinforcement in children's learning looks at two key variables in the self-reinforcement process: the type of reward available and the level of achievement requisite for reward. The study was conducted to clarify the relative efficacy of self-dispensed verbal and tangible rewards for learning. The study also attempted to…
Descriptors: Contingency Management, Learning Processes, Preschool Children, Reinforcement
Effects of Success, Failure, and Reward Outcome Upon Contingent and Noncontingent Self-Reinforcement

Masters, John C. – Developmental Psychology, 1972
Results of the present study show that children by the age of 7 have internalized systematic if not complex rules concerning the conditions under which they may engage in self-gratification. (Author)
Descriptors: Comparative Analysis, Elementary School Students, Failure, Reinforcement

Switzky, Harvey N.; Haywood, H. Carl – Journal of Personality and Social Psychology, 1974
The study investigates the relative efficacy of self-monitored and externally imposed reinforcement in intrinsically motivated and extrinsically motivated children, grades two through five. Results show the importance of individual differences in children's dispositions to respond to incentive conditions. (JH)
Descriptors: Behavior, Elementary School Students, Motivation, Performance Factors
Horner, Robert H. – AAESPH Review, 1979
Two studies increased the low production rates of two severely retarded workers in a sheltered workshop setting; the first study by using differential reinforcement, and the second study by using a system of self-delivery of reward and self-evaluation. (Author/DLS)
Descriptors: Mental Retardation, Moderate Mental Retardation, Productivity, Reinforcement
Achievement Standards for Contingent Self-Reinforcement: Effects of Task Length and Task Difficulty.
Masters, John C.; Christy, Monica C. – 1973
It was hypothesized that socialization within an achievement-oriented culture would encourage children to adjust the amount of contingent self-reward according to the length and difficulty of a task. A total of 32 second grade children completed long-easy, long-difficult, short-easy, and short-difficult versions of three tasks and set their own…
Descriptors: Elementary School Students, Grade 2, Individual Development, Reinforcement
Coleman, Peter; Blampied, Neville M. – Exceptional Child, 1977
Fourteen mentally retarded boys (9-13 years old) were given opportunities to monitor and record their own behavior as on-task or off-task, and then to receive consumption and access to consequence reinforcers. (Author/CL)
Descriptors: Behavior Change, Elementary Secondary Education, Exceptional Child Research, Mental Retardation

Masters, John C.; Peskay, Joel – Developmental Psychology, 1972
Black children of both SES levels behave like lower-SES white children showing a relatively high level of self gratification. (Authors)
Descriptors: Feedback, Grade 2, Interaction Process Analysis, Racial Factors