Token reinforcement during WISC-R administration. II. Effects on mildly retarded, black students

In the first of two experiments, mildly retarded, elementary-aged, low-social status black children were administered the WISC-R under standardized-testing conditions or conditions employing token reinforcement for correct responding. Token-reinforcement subjects scored significantly higher on both the Verbal subtest and Full-Scale IQ, but not the Performance subtest. Results replicate previous findings with elementary-aged, nonretarded, black children. The same design was utilized in a second study employing mildly retarded, junior-high age, low-social status, black students. No significant differences were found between groups, suggesting that age may affect results when using tangible rewards. Coupled with previous studies, these findings imply that nonbiased intellectual assessment appears to require an analysis of motivational factors.