Reinforcement effects on intrinsic interest: A classroom analog

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Abstract

The potential undermining effects of a reinforcement program were examined in two studies with kindergarten-first grade children. The procedures were designed to provide an analog to typical classroom incentive programs. In one study, the subjects' initial interest in the target activity (coloring) was low, whereas in the other study it was reasonably high. In neither case was an undermining effect evident in follow-up observations.

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Cited by (0)

The authors wish to thank Mary Harris and Bonnie Hazard for their comments and suggestions. Special thanks are given to Terry Carbone and the children of the Brockport Campus School.

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