Fifth graders learn math by observation faster when they observe peers receive corrections

Abstract

ABSTRACT We compared the rate and efficiency of fifth-graders learning math objectives through observation of their peers receiving feedback under two conditions: (a) reinforcement for correct responses, and (b) error corrections. The dependent variable was the number of response opportunities required to master six math objectives. Six participants, who performed on or above grade level, were selected as the target participants. The experimental design included alternating treatment and simultaneous treatment components. Reinforcement and correction conditions were rotated within participants, and math objectives were counterbalanced across conditions and participants. Classroom peers received feedback in the form of either reinforcement or a correction in the two conditions for their responses, while target students did not receive feedback under either condition. Learning occurred faster and required fewer response opportunities under the correction condition as compared to the reinforcement condition. Results are discussed in terms of the difference in social contingencies in classrooms between observing reinforcement for accuracy versus observing corrections.