Head Start Evaluation and Research Center, University of Kansas. Report No. X, Enhancement of the Social Reinforcing Value of a Preschool Teacher [electronic resource] / Lucile Y. Paden.
A teacher of young children may be able to xercise control over her pupils' behavior by temporarily associating herself with tangible means of reinforcement. This study investigates whether contingent (C) or noncontingent (NC) tangible reinforcement is more effective. Four Head Start and four m...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1967.
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MARC
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| 100 | 1 | |a Paden, Lucile Y. | |
| 245 | 1 | 0 | |a Head Start Evaluation and Research Center, University of Kansas. Report No. X, Enhancement of the Social Reinforcing Value of a Preschool Teacher |h [electronic resource] / |c Lucile Y. Paden. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1967. | ||
| 300 | |a 17 p. | ||
| 500 | |a Sponsoring Agency: Office of Economic Opportunity, Washington, DC. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Institute for Educational Development, New York, NY. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED021646. | ||
| 520 | |a A teacher of young children may be able to xercise control over her pupils' behavior by temporarily associating herself with tangible means of reinforcement. This study investigates whether contingent (C) or noncontingent (NC) tangible reinforcement is more effective. Four Head Start and four middle class children were used as subjects. Their task was to name picture cards of animals. A first the subjects received only social reinforcement. In the C condition the child was given the card if he named it, and under the NC condition he was just given some cards at the beginning of the task. On the basis of the quantity of nonattending behavior during each condition, it was determined that there was no significant difference in the responses of the two groups of children, though the middle class group consistently responded less. The C condition appeared to be the most effective of the three in minimizing pupil inattention. Both forms of tangible reinforcement enhanced the teacher's control. (WD) | ||
| 650 | 1 | 7 | |a Attention Control. |2 ericd. |
| 650 | 0 | 7 | |a Lower Class. |2 ericd. |
| 650 | 0 | 7 | |a Middle Class. |2 ericd. |
| 650 | 1 | 7 | |a Positive Reinforcement. |2 ericd. |
| 650 | 1 | 7 | |a Preschool Children. |2 ericd. |
| 650 | 1 | 7 | |a Student Behavior. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Methods. |2 ericd. |
| 710 | 2 | |a University of Kansas. |b Department of Human Development. | |
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