Second-, third- and fourth-grade children participated in two experiments involving gameplaying. Substantial persistence and generalization of effects of exposure to a peer model were found. (JMB)

A group of 40 fifth grade boys and girls worked at a wheel-turning task in which each child could select, on each trial, how many wheel turns would earn a token exchangeable for either two or ten seconds of cartoon-viewing time. (Author/JMB)

Three experiments investigated the effects of self recording, tokens and contingent free time on learning disabled children's reading comprehension performance. Results of these three experiments supported recent findings that only minimal changes occur on comprehension performance when left as an untargeted dependent behavior. (Author)

Study results indicate that overly powerful extrinsic rewards can reduce intrinsic motivation and suggest that there is a need to control unnecessarily powerful reward systems. (Author/DW)

Research supported in part by National Institute of Child Health and Human Development grant HD-03573.

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)

Results of this field experiment supported the prediction that subjects in the expected-award condition would show less subsequent intrinsic interest in the target activity than subjects in either of the other two conditions (unexpected-award and no-award conditions). (Author/KM)

A direct induction of mood was employed to determine the role of affect in self-gratification. (Authors)

The influence of ability differences on fifth and sixth graders' imitations of modeled standards of self-reward was examined. (MP)

Choices between an immediate reward and a delayed reward of higher value were presented to 66 children three, four, and five years of age who had been randomly assigned to short or long conditions of delay. Regardless of age, children did not choose the delayed reward. (Author/MP)

Current recommendations for the treatment of attention deficit/hyperactivity disorder (ADHD) call for a multimodal approach including a combination of medication, behavior modification, school accommodations, and ancillary services. One method that has been proposed as an effective and efficient means for increasing students' attention and…

Study supported in part by U.S. Office of Education, OEG-2-7-070002-3005.