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Effects of race of examiner and type of reinforcement on the intelligence test performance of lower‐class black children
Author(s) -
Terrell Francis,
Terrell Sandra L.,
Taylor Jerome
Publication year - 1980
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198004)17:2<270::aid-pits2310170220>3.0.co;2-f
Subject(s) - reinforcement , psychology , race (biology) , test (biology) , developmental psychology , white (mutation) , social psychology , gender studies , paleontology , biochemistry , chemistry , sociology , gene , biology
This study examined the effects of race of examiner and type of reinforcement upon the WISC‐R performance of lower‐class black children. A total of 120 black males were selected and assigned to either a white or black examiner to form two groups. Within each group, children were given no reinforcement, tangible reinforcement, traditional social reinforcement, or culturally relevant social reinforcement after each correct response. Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores than did children given no reinforcement or children given traditional social reinforcement. Also, children given culturally relevant social reinforcement by a black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the white examiner.