Bradley-Johnson, S., Johnson, C. M., Shanahan, R., Rickert, V. I., & Tardona, D. R. (1984). Effects of token reinforcement on WISC-R performance of Black and White, low socioeconomic second graders . Behavioral Assessment , 6 (4), 365–373. http://psycnet.apa.org/psycinfo/1985-21459-001
Bradley-Johnson, S., Johnson, C. M., Shanahan, R., Rickert, V. I., & Tardona, D. R. (1984). Effects of token reinforcement on WISC-R performance of Black and White, low socioeconomic second graders. Behavioral Assessment, 6(4), 365–373. http://psycnet.apa.org/psycinfo/1985-21459-001
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Summary
Accommodation
The test was administered under three conditions: Standard administration, Standard administration with delayed reinforcement, Standard administration with immediate reinforcement
Participants
Experiment 1: Participants included 33 black, second grade children attending an inner city, public elementary school. All children were from families of low socioeconomic status.
Experiment 2: Participants included 33 white, second grade children, all from families of low socioeconomic status.
Dependent Variable
Two tests were administered: Slosson Intelligence Test (1963), a 10 minute verbal test, to assess equality of the groups with respect to IQ; WISC-R Intelligence Test except the Mazes subtest.
Findings
Experiment 1: Results show that black, low-income second graders scored an average of 13 IQ points higher in the immediately reinforced condition than the black children tested under standard conditions or with delayed reinforcement.
Experiment 2: The white, low income, second graders scored eight points higher under the immediate reinforcement condition, but this was not statistically significant and was not higher than the delayed reinforcement group.