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| Self Reward | 10 |
| Reinforcement | 6 |
| Task Performance | 5 |
| Grade 2 | 4 |
| Elementary School Students | 3 |
| Peer Relationship | 3 |
| Sex Differences | 3 |
| Social Behavior | 3 |
| Data Analysis | 2 |
| Failure | 2 |
| Motivation | 2 |
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| Masters, John C. | 10 |
| Peskay, Joel | 2 |
| Christy, Monica C. | 1 |
| Christy, Monica D. | 1 |
| Pisarowicz, Patricia A. | 1 |
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| Speeches/Meeting Papers | 1 |
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Peer reviewedMasters, 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
Peer reviewedMasters, John C. – Young Children, 1971
Beginning with preschool years, children compare the rewards they receive with those received by other children. These comparisons have powerful effects upon subsequent self-rewarding behavior, evaluation of rewards and the sharing of rewards with others. A key process in these developments, social comparison," is reviewed in this article.…
Descriptors: Failure, Peer Relationship, Rewards, Self Reward
Effects of Success, Failure, and Reward Outcome Upon Contingent and Noncontingent Self-Reinforcement
Peer reviewedMasters, 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
Peer reviewedMasters, John C. – Developmental Psychology, 1971
Descriptors: Friendship, Peer Relationship, Positive Reinforcement, Preschool Children
Peer reviewedMasters, John C. – Child Development, 1973
Study tests the hypothesis that younger children's self-reinforcing tendencies would be governed by prior social comparison concerning the relative amounts of rewards each received by himself and a peer, while older children will take into account whether any observed discrepancy in rewards received is merited or arbitrary. (Author/CB)
Descriptors: Age Differences, Data Analysis, Grade 2, Peer Relationship
Peer reviewedPeskay, Joel; Masters, John C. – Child Development, 1971
Descriptors: Behavioral Science Research, Data Analysis, Grade 1, Motivation
Download full textMasters, John C.; And Others – 1975
Two studies were conducted to clarify the role of different minimum performance standards for contingent tangible reinforcement or self-dispensed evaluative reinforcement (in the absence of tangible rewards) in determining the rate and accuracy of learning. Preschool children were presented with a discrimination learning task. Their performance…
Descriptors: Contingency Management, Discrimination Learning, Motivation, Positive Reinforcement
Peer reviewedMasters, John C.; Pisarowicz, Patricia A. – Child Development, 1975
This experiment was designed to explore the effects of simple and remedial altruism upon children's subsequent self-reinforcement, generosity, and performance quality estimates. (CS)
Descriptors: Altruism, Child Development, Early Childhood Education, Grade 2
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
Peer reviewedMasters, 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
