Abstract
The present study was designed to examine the effects of self-reinforcement (SR) and self-evaluation (SE) on concept learning. In learning session, fifth-graders were shown 16 stimuli cards one by one with information if each card was relevant or irrelevant. Then the subjects were asked to identify the correct concept values. This procedure was repeated three times (trials). After each trial, SE group evaluated their answers themselves on a 5-point scale. SR group, in addition to SE, reinforced themselves if they thought their answers were correct. N group were given no instructions. After learning session, all subjects performed a post test. In learning session, SR and SE groups earned relatively high scores on later trials, indicating facilitation of learning in these groups. For the post test, SR and SE groups scored high points and, indeed, many subjects succeeded in learning. These results suggested that SR and SE had positive effects on learning. However, the additional effect of SR was not significant.
