Contingency awareness, partial reinforcement effects, and curiosity motivation in children

Abstract

Third- and fourth-grade children were given a two-choice discrimination learning task, designed to associate each of three syllables with a different reward schedule: 100% reward, 50% reward, and 0% reward. Subsequent to the conditioning phase, measures were made of the subject's awareness of the reward contingencies associated with the syllables, as well as the pleasantness and curiosity which these syllables had acquired during the conditioning. The results showed that a partially rewarded cue was evaluated as somewhat less “pleasant” than a continuously rewarded cue, but evoked more “curiosity” than either the continuous or nonrewarded cues. These effects emerged only for the contingency aware groups.