Abstract
The effects of reinforcement delay on children's learning and retention of verbal material presented auditorily were investigated in 2 experiments. In Experiment I, 48 third-grade boys learned a list of 2-choice discriminations under immediate or delayed reinforcement and were tested for retention 1 day or 7 days later. Experiment II digered from Experiment I in that a paired-associate task was used. In Experiment I, delay had no effect on acquisition but did result in better retention of the material. In Experiment II, delay did not affect either acquisition or retention.
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