Effects of social reinforcement for visual attention on classroom learning by disadvantaged preschoolers

To investigate the relationship between visual attention and classroom learning in a disadvantaged preschool population students' attending was experimentally maintained at high levels, using a social reinforcement procedure, and recall of visual and auditory educational materials was examined. Subjects were 16 white children of low income whose mean age was 5.1 yr. and who were students at a Head Start center. A two-group, randomized-blocks design was employed. Reinforcement of attending resulted in greater recall of auditory stimuli by experimental subjects, while a decline was found in recall performance by control subjects. Recall of visual material was not significantly affected by the treatment. Correlations between attending and both auditory and visual recall were statistically significant.