Reinforcement and Binet Performance in Disadvantaged Children

Test-taking motivation has been viewed as an important determinant of the attenuated IQ scores of disadvantaged children. This study compared the effect of a material reward (money) and the symbolic reward generally used (praise) in the test-taking situation on Binet IQ scores of severely disadvanta...

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Bibliographic Details
Published in:Journal of educational psychology 1975-02, Vol.67 (1), p.132-135
Main Author: Quay, Lorene C
Format: Article
Language:English
Subjects:
Disadvantaged
Female
Human
Intelligence Quotient
Male
Motivation
Rewards
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Summary:Test-taking motivation has been viewed as an important determinant of the attenuated IQ scores of disadvantaged children. This study compared the effect of a material reward (money) and the symbolic reward generally used (praise) in the test-taking situation on Binet IQ scores of severely disadvantaged fourth-grade children. Forty-six boys and 46 girls were administered the Stanford-Binet Intelligence Scale, Form L-M, with either material reward (money) or symbolic reward (praise) for correct responses. The IQ scores of the four groups, constituted on the basis of reward condition and sex, were compared. Results indicated no IQ difference due to reward and no interaction between reward and sex. Boys made significantly higher IQ scores than did girls.
ISSN:0022-0663
1939-2176
DOI:10.1037/h0078681