IMPLICIT REINFORCEMENT IN CLASSROOM AS A FUNCTION OF GRADE AND SOCIOMETRIC STATUS

TAKESHI SUGIMURA

doi:10.4992/psycholres1954.7.166

TAKESHI SUGIMURA

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1965 Volume 7 Issue 4 Pages 166-170

DOI https://doi.org/10.4992/psycholres1954.7.166

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Published: 1965 Received: November 15, 1965 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : The 4th- and 6th-graders consisting of 4 classrooms respectively were given digit symbol tasks for 2 successive days. At the start of the 2nd day, 5 high-sociometric-status (HS) children in each of 2 classrooms were either praised or reproved for their performances and 5 low-sociometric-status (LS) children in the other two were praised or reproved. The remaining Ss were assumed to be implicitly reinforced by observing the classmates who were explicitly reinforced. Ss implicitly reinforced by reproved HS classmates performed better than those by praised HS classmates, while no significant difference was found in case of LS classmates. The difference in the 6th-graders by HS classmates was found to be significant because of the triple interaction.
Right : The 4th- and 6th-graders consisting of 4 classrooms respectively were given digit symbol tasks for 2 successive days. At the start of the 2nd day, 5 high-sociometric-status (HS) children in each of 2 classrooms were either praised or reproved for their performances and 5 low-sociometric-status (LS) children in the other two were praised or reproved. The remaining Ss were assumed to be implicitly reinforced by observing the classmates who were explicitly reinforced. Ss implicitly reinforced by reproved HS classmates performed better than those by praised HS classmates, while no significant difference was found in case of LS classmates. The difference in the 6th-graders by HS classmates was found to be significant because of the triple interaction.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : HURLOCK, E. B. 1925 An evaluation of certain incentices used in school work, J. educ. Psychol., 16, 145-159.
KENNEDY, W. A., & WSLLCUTr, H. C. 1964 Praise and blame as incentives. Psychol, Bull., 62, 323-332.
SECHREST, L. 1963 Implicit reinforcements of responses. 3. educ. Psychol., 54, 197-201.
SUCIMURA, T. 1965 Implicit reinforcement in the classroom. 5ab. J. educ. Psychol., 13, 65-69. (In Japanese with an English abstract).
SUGIMURA, T., & ISHIBASHt, T. 1965 Task difficul-ty and effect of verbal reinforcement combina-tions on a verbal-coding task. Psychol. Rep., 16, 884.
UEDA, T. 1963 A study of intercorrelations among several sociometric techniques. J. Nara Gakugei Univ., 11, 205-216. (In Japanese with an English abstract)

Right : HURLOCK, E. B. 1925 An evaluation of certain incentices used in school work. J. educ. Psychol., 16, 145-159.
KENNEDY, W. A., & WILLCUTT, H. C. 1964 Praise and blame as incentives. Psychol. Bull., 62, 323-332.
SECHREST, L. 1963 Implicit reinforcements of responses. J. educ. Psychol., 54, 197-201.
SUGIMURA, T. 1965 Implicit reinforcement in the classroom. Jap. J. educ. Psychol., 13, 65-69.(In Japanese with an English abstract).
SUGIMURA, T., & ISHIBASHI, T. 1965 Task difficulty and effect of verbal reinforcement combinations on a verbal-coding task. Psychol. Rep., 16, 884.
UEDA, T. 1963 A study of intercorrelations among several sociometric techniques. J. Nara Gakugei Univ., 11, 205-216.(In Japanese with an English abstract)

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : The 4th- and 6th-graders consisting of 4 classrooms respectively were given digit symbol tasks for 2 successive days. At the start of the 2nd day, 5 high-sociometric-status (HS) children in each of 2 classrooms were either praised or reproved for their performances and 5 low-sociometric-status (LS) children in the other two were praised or reproved. The remaining Ss were assumed to be implicitly reinforced by observing the classmates who were explicitly reinforced. Ss implicitly reinforced by reproved HS classmates performed better than those by praised HS classmates, while no significant difference was found in case of LS classmates. The difference in the 6th-graders by HS classmates was found to be significant because of the triple interaction.
Right : The 4th- and 6th-graders consisting of 4 classrooms respectively were given digit symbol tasks for 2 successive days. At the start of the 2nd day, 5 high sociometric-status (HS) children in each of 2 classrooms were either praised or reproved for their performances and 5 low-sociometric-status (LS) children in the other two were praised or reproved. The remaining Ss were assumed to be implicitly reinforced by observing the classmates who were explicitly reinforced. Ss implicitly reinforced by reproved HS classmates performed better than those by praised HS classmates, while no significant difference was found in case of LS classmates. The difference in the 6th-graders by HS classmates was found to be significant because of the triple interaction.

Abstract

The 4th- and 6th-graders consisting of 4 classrooms respectively were given digit symbol tasks for 2 successive days. At the start of the 2nd day, 5 high sociometric-status (HS) children in each of 2 classrooms were either praised or reproved for their performances and 5 low-sociometric-status (LS) children in the other two were praised or reproved. The remaining Ss were assumed to be implicitly reinforced by observing the classmates who were explicitly reinforced. Ss implicitly reinforced by reproved HS classmates performed better than those by praised HS classmates, while no significant difference was found in case of LS classmates. The difference in the 6th-graders by HS classmates was found to be significant because of the triple interaction.

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