Terrell, F., Terrell, S. L., & Taylor, J. (1981). Effects of type of reinforcement on the intelligence test performance of retarded black children . Psychology in the Schools , 18 (2), 225–227. https://doi.org/10.1002/1520-6807(198104)18:2<225::AID-PITS2310180220>3.0.CO;2-Z

Journal Article

Terrell, F., Terrell, S. L., & Taylor, J. (1981). Effects of type of reinforcement on the intelligence test performance of retarded black children. Psychology in the Schools, 18(2), 225–227. https://doi.org/10.1002/1520-6807(198104)18:2<225::AID-PITS2310180220>3.0.CO;2-Z

Tags

Elementary; Intelligence test; Reinforcement

URL

http://onlinelibrary.wiley.com.ezp1.lib.umn.edu/doi/10.1002/1520-6807(198104)18:2%3C225::AID-PITS2310180220%3E3.0.CO;2-Z/pdf

Summary

Accommodation

Four reinforcement conditions were implemented: non-reinforcement, candy, social, and culturally relevant/social.

Participants

Participants in this study included 100 black males, aged 9 to 11 years of age. All were enrolled in special education classes based on mild intellectual disabilities.

Dependent Variable

The WISC-R Intelligence Test was administered.

Findings

Children given tangible or culturally relevant rewards obtained significantly higher scores than did children given either no reinforcement or traditional social reinforcement.