Abstract
A study was conducted to determine if tonal pairings would significantly increase subjects' ability to discriminate between words similar in sound while also investigating choice of reinforcement for appropriate responses. An entire kindergarten served as subjects divided in four groups: (a) televised music lessons contingent upon correct responses, (b) free play contingency for correct responses, (c) choice of TV or free play contingency, and (d) no-contact control. Results indicated that scores on the Wepman Auditory Discrimination Test significantly increased as a function of the tone pairing treatment for all treatment groups. Comparisons of scores across all treatment groups were not significantly different; subjects within the no-contact control group did not improve. Additionally, subjects within the choice group evidenced greater choice for free time play as opposed to television viewing. Subjects in a related previous study evidenced a significant music subject matter gain in direct relationship to their music lesson viewing participation. Thus, the present study suggests that learning contingencies can be designed that offer a learning gain in both the subject matter used as reward and the subject matter for which it is intended to reinforce.
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