M. Commons, M. Davidson
Apr 1, 2015
The Behavioral Development Bulletin
A racially and socioeconomically integrated population of fifth and sixth grade students was repeatedly presented with Formal Stage 11 single cause problems. With problem presentation alone and with problem presentation and feedback, no significant change occurred. The transition to the Formal Stage accelerated significantly across trials for participants whose correct answers were reinforced, supporting the sufficiency of reinforcement, r .77, p .00005. This result adds further support to the claim that reinforcement is sufficient for stage change and better than just practice or feedback in producing stage change.