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)

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…

Observed liberal-stringent model behavior significantly affected both the subject's subsequent self-reward behavior and performance. (Authors)

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)

Investigates the relationship between task persistence, locus of control, self-reinforcement, and specific expectancies in elementary school children. (CM)

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)

Indicates that kindergarten children do not necessarily allocate reward according to level of performance due to the effects of self-interest and esteem. Tables and bibliography. (RW)

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)

Sixth-grade children classified as high or low in self-concept were given an achievement task on which they succeeded or failed. High, more than low, self-concept children attributed their success to the skill cue. High self-concept children also engaged in more self-reward for success. (Author/RD)

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)

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…

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)

Black children of both SES levels behave like lower-SES white children showing a relatively high level of self gratification. (Authors)