Abstract
The purpose of this study was to determine if music lessons presented via television could effect a subject matter music score gain while also functioning as reinforcement for correct academic responses. An entire first grade served as subjects divided in four groups: (1) Televised music lessons contingent upon correct math responses; (2) Partial contingency of televised music lessons for correct math responses; (3) Contact control; and (4) No-contact control. Results indicated that correct math scores increased as a function of the televised contingency for subjects who were reinforced for correct academic responses, while correct responses did not increase for the control groups. More importantly, subjects evidenced a significant music subject matter gain in direct relationship to their music lesson viewing participation. This 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 that it is intended to reinforce.
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