Training Problem Solving Skills in Fourth-Graders: Supplementary Analysis

Abstract

Summary Analysis of additional data from a project reported previously in this journal provided the basis for a new explanation of some earlier results. Process measures made during the course of a training period (N = 240 fourth-graders) revealed a reversal of progressive gains in performance over time. A group given rewards for problem solving significantly decreased performance in the later stages of training while a no-reward group continued to improve. Results were discussed in terms of a “reversal” of the Premack Effect.