Abstract
Investigated the effect of individually contracted incentives on WISC-R performance of elementary school children. Forty-eight middle- and 48 low- SES children were assigned to three treatment conditions-tangible rewards, social rewards, and control-based on their performance on a revised Mediator-Reinforcement Incomplete Blank. Prior to testing, each child was allowed to select the reward (s)he desired most. Results indicated a significant SES × treatment interaction effect, which showed that both individualized tangible and social rewards effectively raised IQ scores of low-SES children and, consequently, reduced the difference in IQ scores between the two SES groups.
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