Comparison of Monetary Reinforcers and Goal Setting as Learning Incentives

Abstract

This 3 × 3 study (with one cell missing) examined the effectiveness of goal setting (participative, assigned, and no goals) and financial incentives (noncontingent, piece rate, and goal contingent) as techniques to stimulate learning 88 inexperienced trainees performed a 10-hr., 5-day proofreading proficiency task in a laboratory setting. The linear trends for all groups except the control group in which noncontingent ($30 for completing the training period) pay was offered were significant. Planned comparisons indicated that learning was greatest when a performance goal was assigned and a financial incentive offered for demonstrating that level of performance. The offer of piece-rate reinforcement also stimulated faster learning than the offer of noncontingent pay. Setting goals, regardless of the method, did not result in significant performance increases beyond that achieved by offering a $30 incentive for merely completing the training. Finally, financial incentives affected goal choice. Implications for training programs were discussed.

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