Effects of Self-Imposition and Experimenter Imposition of Achievement Standards on Performance

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Abstract
This research assessed the effects of imposition of achievement standards on crank-turning within conditions in which apparent reinforcements were present. Subjects were assigned to one of four experimental conditions: self-imposition of achievement standards, experimenter's imposition of achievement standards, apparatus-feedback control, and baserate control. A steady decline in cranking over the period was noted. Subjects given experimenter's standards cranked faster than did subjects in the baserate condition but did not differ significantly from subjects in the apparatus-feedback condition. Subjects under self-imposition cranked faster than did subjects in any other conditions.