Abstract
Two experiments attempted to replicate the Terrell, Durkin, & Wiese (1959) finding that lower class children learn a discrimination faster when given “concrete” reinforcements while middle class children learn faster when given “abstract” reinforcements. The two experiments yielded contradictory results, one supporting and one rejecting the Terrell et al hypothesis. The need for further research using a different experimental task is discussed.
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TERRELL, G., DURKIN, K., & WIESLEY, M. Social class and the nature of incentive in discrimination learning. J. abnorm. soc. Psychol., 1959, 59, 270–272.
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ZIGLER, E., & KANZER, P. The effectiveness of two classes of verbal reinforcers on the performance of middle- and lower-class children. J. Pers., 1962, 30, 157–163.
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1. The research was facilitated by an NSF undergraduate research grant No. GY-2639. The authors wish to thank the research staff of the UWM Campus Elementary School, Sister Eustace of St. Leo’s Parish Elementary School, and Dena Schiewitz who helped run the Ss.
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Safer, M.A., Kornreich, L.B. The interaction of social class and type of reinforcement in discrimination learning. Psychon Sci 11, 206 (1968). https://doi.org/10.3758/BF03327660
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DOI: https://doi.org/10.3758/BF03327660