Stimulus demand qualities and reinforcement as determinants of interrogative strategy

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Geneva Leek Brown (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Helen Canaday

Abstract: It was the purpose of this study to investigate the effectiveness of reinforcement and order of presentation of stimulus on question-asking strategy of nursery school, first-grade and third-grade children. It was hypothesized that the sophistication of interrogative strategies of the children would increase with age, that when the material was presented in an ordered form that the children would ask more constraint-seeking questions than when the material was randomly arranged. It was also hypothesized that when children were reinforced for asking constraint-seeking questions their use of such questions would increase. It was hypothesized that there would be no difference in the kind of interrogative strategies used by reflective and impulsive children and that intelligence would make no difference in the kinds of question-asking strategy employed by children. Subjects were 32 children each of nursery school, first-grade, and third-grade level. The Twenty Questions Procedure, originally employed by Mosher and Hornsby (1966), was used.

Additional Information

Language: English
Date: 1977
Reinforcement (Psychology)
Child psychology

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