Hostname: page-component-6bf8c574d5-8gtf8 Total loading time: 0 Render date: 2025-02-19T06:00:22.369Z Has data issue: false hasContentIssue false
  • English
  • Français

The Effects of Pre-experience on Performance Within an Implicit Reward Situation

Published online by Cambridge University Press:  16 June 2009

Christopher F. Sharpley
Christopher F. Sharpley
Affiliation:
Faculty of Education, Monash University, Victoria, Australia
Get access Rights & Permissions [Opens in a new window]

Abstract

The effects of implicit rewards upon adults' performance were examined in a study which replicated the design and procedures of previous research using children as subjects. Data revealed that unlike children, the adults in the present study did not show implicit extinction effects under certain experimental conditions. However, there were significant inconsistencies in performance across the two different conditions contrasted here, indicating effects attributable to the implicit reward paradigm and the order in which it occurs relative to other reward conditions.

Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 18 , Issue 2 , April 1990 , pp. 129 - 136
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 1990

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bandura, A. (1965). Vicarious processes: A case of no-trial learning. In Advances in Experimental Social Psychology. Berkowitz, L. (Ed.). Vol 2. New York: Academic Press, pp. 1–55.Google Scholar
Bandura, A. (1971). Vicarious- and self-reinforcement processes. In The Nature of Reinforcement. Glaser, R. (Ed.). New York: Academic Press, pp. 228–278.Google Scholar
Christy, P. R. (1975). Does use of tangible rewards with individual children affect peer observers? Journal of Applied Behavior Analysis 8, 187–196.CrossRefGoogle ScholarPubMed
Drabman, R. S. and Lahey, B. B. (1974). Feedback in classroom behavior modification: Effects on the target and her classmates. Journal of Applied Behavior Analysis 7, 591–598.CrossRefGoogle ScholarPubMed
Feldt, L. S. (1962). The reliability of measures in handwriting. Journal of Educational Psychology 53, 288–292.CrossRefGoogle Scholar
Flanders, J. P. (1968). A review of research on imitative behavior. Psychological Bulletin 69, 316–337.CrossRefGoogle ScholarPubMed
Flunckiger, F. A., Tripp, C. A. and Weinbeck, G. H. (1961). A review of the experimental research on graphology, 1933–1960. Perceptual and Motor Skills 12, 67–90.CrossRefGoogle Scholar
Gonzalez, F. A. and Waller, M. B. (1974). Handwriting as an operant. Journal of the Experimental Analysis of Behavior 21, 165–175.CrossRefGoogle ScholarPubMed
Helwig, J. J., Johns, J. C., Norman, J. E. and Cooper, J. O. (1976). The measurement of manuscript letter strokes. Journal of Applied Behavior Analysis 9, 231–236.CrossRefGoogle ScholarPubMed
Kazdin, A. E. (1979). Vicarious reinforcement and punishment in operant programs for children. Child Behavior Therapy 1, 13–36.CrossRefGoogle Scholar
Kazdin, A. E. (1980). Behavior Modification in Applied Settings (2nd edition) Homewood, III.: Dorsey.Google Scholar
Kazdin, A. E. (1981). Vicarious reinforcement and punishment processes in the classroom. In The Utilization of Classroom Peers as Behavior Change Agents. Strain, P. S. (Ed.). New York: Plenum, pp. 129–153.CrossRefGoogle Scholar
Sechrest, L. (1963). Implicit reinforcement of responses. Journal of Educational Psychology 54, 197–201.CrossRefGoogle Scholar
Sharpley, C. F. (1984). Implicit rewards as reinforcers and extinguishers. Journal of Experimental Child Psychology 37, 31–40.CrossRefGoogle Scholar
Sharpley, C. F. (1985). Implicit rewards in the classroom. Contemporary Educational Psychology 10, 349–368.CrossRefGoogle Scholar
Sharpley, C. F. (1988). Effects of varying contingency and directness of rewards upon children's performance under implicit reward conditions. Journal of Experimental Child Psychology 45, 422–437.CrossRefGoogle Scholar
Strain, P. S.Shores, R. E. and Kerr, M. M. (1976). An experimental analysis of “spill-over” effects on the social interaction of behaviorally handicapped preschool children. Journal of Applied Behavior Analysis 9, 31–40.CrossRefGoogle Scholar
Strain, P. S. and Tim, M. A. (1974). An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers. Journal of Applied Behavior Analysis 7, 583–590.CrossRefGoogle ScholarPubMed
Submit a response

Comments

No Comments have been published for this article.