Informational properties of verbal and nonverbal events.

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Abstract
THE PRINCIPAL QUESTION EXPLORED WAS WHETHER THE REINFORCEMENT EFFECTIVENESS OF AN ESTABLISHED VERBAL REWARD COULD BE ENHANCED BY STRUCTURING ITS INFORMATIONAL CONTENT THROUGH INSTRUCTIONS. 40 4TH-GRADE CHILDREN WERE ADMINISTERED A MODIFIED VERSION OF THE WISCONSIN CARD-SORTING TEST. IN A 2 * 2 FACTORIAL DESIGN, THE OUTCOME EVENTS USED DIFFERED IN TERMS OF PREVIOUSLY ACQUIRED INFORMATIONAL PROPERTIES ("RIGHT" AND A BUZZER OF MODERATE LOUDNESS), AND IN TERMS OF EXPERIMENTALLY INDUCED INFORMATIONAL CONTENT (STRUCTURED AND UNSTRUCTURED). THE RESULTS INDICATE A STRONG EXPERIMENTALLY INDUCED INFORMATION EFFECT (P < .001) FOR BOTH THE VERBAL AND NONVERBAL EVENTS, WITH THE LATTER SHOWING THE GREATEST RELATIVE GAIN IN EFFECTIVENESS. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

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