Abstract
Performance on a marble-dropping task of 36 nursery school children was studied under two conditions. Half the Ss were given continuous attention and periodic verbal approval (“good,” “fine”) by liked peers; half were reinforced by disliked peers. Rate of marble-dropping was better maintained during the 6-minute testing period when the reinforcing agent was a disliked rather than a liked peer. Also, performance of 5-year-olds was better maintained than performance of 4-year-olds.
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