The effects of social reinforcement on dominant and dependent mildly intellectually handicapped school-leavers.

Abstract

The aim of this study was to replicate Exline & Messick's (1967) study of eye-contact interview behaviour with college students on a group of mildly intellectually handicapped students. Twenty subjects (mean CA 14.02 years, SD 0.45 years, mean IQ 72.0, SD 7.6) attending a metropolitan school for the mildly mentally handicapped were classified as dominant or dependent by teacher ratings and sociogram analysis. They were given large or small amounts of reinforcement for eye-contact when interviewed by their teacher. Although the study failed to replicate some of Exline & Messick's findings, results indicated a feedback rather than reward model in explaining the effects of social reinforcement on eye-contact in interviews. Implications for communication training for such intellectually handicapped students is discussed.