Effects of Self- and Externally Imposed Reinforcement (Material and Social) on Intelligence Test Performance of Above-AverageIQChildren

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Abstract
This study investigated the effects of different reinforcement conditions on intelligence test performance. Middle- and upper-class boys and girls (N = 47, [Xbar] age = 10 years 4 months) of above-average intelligence ([Xbar] IQ = 115.66) were randomly assigned to one of four treatment conditions: viz., material or social externally or self-administered reinforcement. Form A of the Peabody Picture Vocabulary Test constituted a pretest baseline measure, while Form B, administered a week later, served as the dependent variable. A 2 × 2 (Source × Reinforcement) covariance analysis yielded no significant differences or interactions. Performance standards were investigated, and it was noted that these were more stringent in material than social reinforcement conditions. A significant positive correlation was found between lenient standards and increased test performance in the former, but not the latter.