Effects of praise and censure on normal Ss’ performance on a psychomotor task

Gounard, Beverley Roberts

doi:10.3758/bf03336222

Psychon Sci

1969

DOI: 10.3758/bf03336222

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Effects of praise and censure on normal Ss’ performance on a psychomotor task

Beverley Roberts Gounard

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1970

1982

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Cited by 7 publications

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“…In the former group, reinforcement was provided after every fifth marble as one of five verbal statements presented randomly: "You're doing well;" "That's really good;" "You really know how to play this game;" "Very good;" and "That's fine." While control subjects received no praise, the examiner conversed with them about school activities or home, but not the motor task, because some evidence suggested the absence of comment may be seen as a negative evaluation (Gournard, 1961;Stevenson & Cruse, 1961).…”

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confidence: 99%

Effects of Social Reinforcement on Motor Performance of Trainable Retarded Students on Speed and Persistence Tasks

Heitman

Justen

1982

Percept Mot Skills

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The effects of social reinforcement on two motor tasks by 40 retarded subjects with high and low MAs were investigated. Ages ranged from 10 to 18 yr., M = 14.46 yr. Mean IQ was 46.82; mental age for the high subjects was 8.09 yr., for the low 5.45 yr. Significant main effects for social reinforcement were found for the persistence measure but none for the speed measure. The effectiveness of praise on retarded subjects' performance is related to the type of motor task used.

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confidence: 99%

Effects of Social Reinforcement on Motor Performance of Trainable Retarded Students on Speed and Persistence Tasks

Heitman

Justen

1982

Percept Mot Skills

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Effects of reinforcement, punishment, and feedback upon academic response rate

Walker

Buckley

1972

Psychol. Schs.

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A number of studies have been conducted that document the relative effects of reward and punishment upon performance in children Van De Riet, 1964). The available evidence is equivocal as to the superiority of either reward or punishment. However, a larger number of studies reported in the literature support the use of punishment and negative feedback procedures to acceierate learning and performance in children. These studies also have shown punishment effects t o be mediated by intellectual, experimental, and situational variables. Some of these variables include task complexity, strength of association, intellectual level, achievement level, delay of reinforcement, instructions, pre-experimental satiation, subject's personality, experimenter, and atmosphere (Marshall, 1965).Of more recent interest have been investigations of different combinations of reinforcing and punishing stimuli upon performance in children (

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Rate and accuracy of vowel recognition as a function of spoken reinforcers and age

Griswold

Arnold

1980

Journal of School Psychology

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Effects of praise and censure on normal Ss’ performance on a psychomotor task

Cited by 7 publications

References 3 publications

Effects of Social Reinforcement on Motor Performance of Trainable Retarded Students on Speed and Persistence Tasks

Effects of Social Reinforcement on Motor Performance of Trainable Retarded Students on Speed and Persistence Tasks

Effects of reinforcement, punishment, and feedback upon academic response rate

Rate and accuracy of vowel recognition as a function of spoken reinforcers and age

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