Manipulatory motivation in children.

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Abstract
This experiment compared the speed of learning and consistency of transposition of a group of kindergarten and elementary school children who are allowed to engage in certain manual manipulations during the solution of a problem with two other groups of Ss, one of whom received only a light flash following a correct response, the other being promised a bag of candy upon completing the task. The task learned was a simple button-pushing response to the larger of two three-dimensional geometric objects. For the acquisition data, Ss who were allowed to engage in manual manipulations (the Manipulative Group) learned the task significantly more quickly than did the other two experimental groups. No interaction or age-level difference was significant. Virtually all Ss transposed on every trial, making analyses of these data unnecessary. It is suggested that either the manual manipulations or the cognitive activity, or both, of the Manipulative Group Ss accounts for their superior performance. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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