The Effects of Different Reinforcement Systems on Cooperative Behaviors Exhibited by Children in Classroom Contexts.

Abstract

The merits of cooperative, competitive, and individualized learning structures are reviewed. A series of experiments conducted over several years which indicate how different reinforcement systems affect these structures are elaborated. Also discussed are issues for future research. The notion of children working cooperatively for purptsee of instruction is not a new idea. As early as the first century, Quintilian argued that students could benefit from teaching one another (Gartner, et al., 1971). Johann Amos Comenius (1592-1670) believed that students would benefit both by teaching and being taught by other students (Comenius, 1921). In late eighteenth century England, Joseph Lancaster and Andrew Bell made extensive use cf cooperating student gro...ps, and the idea was apparently tried for the first time in the United States when a Lancastrian School was opened in New York City in i806 (Cubberley, 1934). In recent years, the idea of cooperating children working in instructional or problem-solving groups of two or more, has enjoyed somewhat of a revival in this country. Some of this recent interest in cooperative groups has undoubtedly been spurred by problems of tight school budgets and overcrowded classrooms, since student teachers can provide instructional assistance without extra cost. A more positive stimulus for the new experimentation, however, has arisen from the belief that group instruction and problem solving may offer significant advantages for students. A complete list of potential advantages is beyond the scope and intent of this paper but we can offer several possibilities (Gartner, et al., 1971; Johnson and Johnson, 1974). 1. Problem solving and overall performance may be better in group than in individual contexts. 2. ';coup Interaction nay improve interpersonal and cooperative skIlin In group members. 3. rAern.2e,...tIve or role tAkIni4 and empathy may he heiw.htened in arms, r.ontexta. ,ntu-tion fro, 'r noo;erattve 2nW:lem nolvinw with other atudentn nay redu-e antlety e!aunel t.y ntatun, awe, and back,'round

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