Differential Incentive Effects under Varying Instruction Conditions.
Interim rept. Jan-Jun 75,
ARIZONA STATE UNIV TEMPE
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Three consecutive experiments examined the effect of offering college students performance-contingent points toward their final course grade under various combinations of knowledge of correct response and rules with examples. Students who were offered points and received rules with examples scored lower on an immediate post test than students who received rules with examples but were not offered the points. The situation was reversed for students who did not receive rules with examples Post test scores were higher when points were offered. This disordinal interaction between performance-contingent points and rules with examples was significant p.05 in all three experiments. The main effect of rules with examples was significant p.001 across all three studies. Neither points nor knowledge of correct response produced significant main effects. Author