This paper reports a demonstration of how social praise, production charts, and money were used contingently to increase the production rates of retarded and severely emo- tionally disturbed students. Results suggest that the systematic manipulation of such conse- quences did result in differential increases in productivity. A statistical analysis of parts of data suggests that IQ scores were independent of average production rates.
Get full access to this article
View all access options for this article.
References
1.
BaerD., & WolfM.M.The entry into natural communities of reinforcement. In BaerD., WolfM.M., and RisleyT. (Eds.), An experimental analysis of social motivation, New York: Academic Press, in press.
2.
ChaffinJ.D., SpellmanD.R., ReganE., & DavisonR.Two follow-up studies of former educable mentally retarded students from the Kansas work-study project, University of Kansas, 1969.
3.
GoldM.W.Preworkshop skills for the trainable: A sequential technique. Education and Training of the Mentally Retarded, 1968, 3, 31–39.
4.
GoldM.W.Acquisition of complex assembly task by retarded adolescents. Final Report Project No. 8-8060, U.S. Office of Education, May, 1969.
5.
GoldM.W., & ScottK.G.Discrimination learning: Training the developmentally young. New York: John Day Company. (in press)
6.
GreensteinM., & FangmanT.J.Vocational training for the mentally retarded in a metropolitan setting. Focus on Exceptional Children, 1969, 1, (5), 1–6.
