Abstract
This study investigated the parameters of the social reinforcement labeled “indirect reinforcement” and examined its presence and effect in a natural school setting. It was hypothesized that direct reinforcement to one child in a dyad or to two children in a small group of four would have an indirect reinforcing effect on the remaining children. That is to say that when positive reinforcement was given directly, the observing Ss received negative reinforcement indirectly. When Ss from similar treatment conditions were combined from the pairs and small groups, the treatment effects were statistically significant, with those under indirect negative reinforcement showing the greatest increase in performance. Possible uses for the indirect reinforcement phenomenon in school classrooms were discussed.
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