Blanding, K. M., Richards, J., Bradley-Johnson, S., & Johnson, M. J. (1994). The effect of token reinforcement on McCarthy Scale performance for white preschoolers of low and high social position . Journal of Behavioral Education , 4 (1), 33–39. https://doi.org/10.1007/BF01560507
Blanding, K. M., Richards, J., Bradley-Johnson, S., & Johnson, M. J. (1994). The effect of token reinforcement on McCarthy Scale performance for white preschoolers of low and high social position. Journal of Behavioral Education, 4(1), 33–39. https://doi.org/10.1007/BF01560507
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Summary
Accommodation
A portion of the students were provided token reinforcement for correct answers.
Participants
Study One: Thirty preschoolers served as participants. All students were of white, low-socioeconomic background.
Study Two: Forty-three preschoolers from white background, and varying levels of socio-economic status (SES) participated in the study.
Dependent Variable
The Slosson Intelligence Test was used to estimate the intellectual comparability of the groups. The McCarthy Scales were used as the primary dependent variable. Dependent variables were the same for both studies.
Findings
Tokens contingent on correct responses enhanced performance of low social status, white preschool children. Performance of children with high SES was not found to be as easily influenced by tangible rewards as the performance of children with low SES.