THE INFLUENCE OF VERBAL AND NONVERBAL REINFORCEMENT COMBINATIONS IN THE DISCRIMINATION LEARNING OF MIDDLE-AND LOWER-CLASS PRESCHOOL CHILDREN

Abstract

The performance of lowerand middle-class preschool children on a discrimination task'was compared under 3 reinforcement combinations (Reward, Punishment, Reward-Punishment) and within each of these, verbal reinforcers (Right and Wrong) and nonverbal reinforcers (Candy and a Sound). In confirmation of a previous study of school-age children, the Candy-Reward Ss of both socioeconomic groups were inferior to Ss given Punishment or Reward-Punishment combinations. The Ss rewarded by Right, particularly lower-class Ss, were also inferior in performance, apparently due to inability to understand the reinforcement procedures.

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