Reinforcement of correct answers raised stage of performance in traditional nonliterate Nepalese adults.

Abstract

Thirty-three nonliterate Nepalese adults responded to the 2 stage-based “isolation of variables” (Inhelder & Piaget, 1958) instruments: the thatched roof problem and the laundry problem. The thatched roof instrument was used as the training instrument and administered individually. The laundry instrument was used as transfer task instrument and administered in a group. With the laundry instrument, all correct answers were reinforced with points and a monetary reward of 0.2 cents for Primary and Concrete stages; and 0.3 cents for Abstract and higher stages. The mean stage of performance increased from M stage 8.85 (SD 0.86) to M stage 10.00 (SD 1.07) from training instrument to the end of the transfer task training and testing, t(32) 7.60, p .000. This is roughly 1 stage increase from pretest to posttest. The frequency of people performing at the Primary Stage 8 and Concrete Stage 9 decreased at posttest. The frequency of people performing at Abstract Stage 10 and Formal Stage 11 increased at posttest. This shows that training with reinforcement has most productive effect on increasing stage performance from pretest to posttest. This outcome strongly suggests that all testing should include repeated presentation of very alike items and that reinforcement needs to be provided for all correct answers.