Abstract
Abstract Sixty-five fourth- and fifth-grade boys were run in a two-choice discrimination learning task for punishment, high or low value reinforcement, or the combination of punishment with high or low value reinforcement. A significant main effect of reinforcement revealed that only Ss in the punishment group showed significant evidence of learning. The results were discussed as possibly being due to the distraction caused by tangible reinforcement; although, an alternative explanation was offered on the basis of previous findings that males perform better for punishment than for reward.
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