Abstract
The relative efficacy of several components of the performance feedback system on reading performance was evaluated in two experiments. In experiment 1, using a reversal design, the effectiveness of posting individual performance was compared with posting individual plus team performance. Individual plus team posting led to better academic progress and to greater numbers of student comments about academic performance than did individual posting alone. In the second experiment, the effect of peer comments pertaining to academic performance was analyzed by modulating the number of comments made by confederate peers. Increases in confederate peer comments produced further increases in the performance of nonconfederate (target) peers. It was further demonstrated that increased levels could be maintained by appointing class captains who were encouraged by their teachers to give peer recognition.
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