Abstract
The hypothesis that hyperactive boys have relatively less response to negative feedback than to positive feedback was studied. Sixteen hyperactive boys and 16 controls were compared on two tasks under different feedback conditions. Feedback conditions were no feedback, positive feedback, and negative feedback. Tasks were symbol encoding and correcting spelling words. Hyperactives and controls were compared in amount of time on-task and amount of work correctly completed. Hyperactives were on-task significantly more under conditions of negative feedback than under positive feedback, but negative feedback significantly increased errors on the spelling correction task. Controls were equally responsive to positive, negative, or no feedback. Hyperactives accomplished significantly less than controls on the coding task, but performed as well as controls on the spelling correction task, which was administered to each boy at his own level of spelling ability. The results imply that while consistent negative feedback can reduce off-task behavior for hyperactives, it can also decrease the accuracy of the work they are doing.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Adler, S.Your overactive child: Normal or not? New York: Medcom, 1973.
Ayllon, T., Layman, D., & Kandel, H. A behavioral-educational alternative to drug control of hyperactive children.Journal of Applied Behavior Analysis, 1975,8, 137–146.
Ayllon, T., & Roberts, M. Eliminating discipline problems by strengthening academic performance.Journal of Applied Behavior Analysis, 1974,7, 71–76.
Battle, E., & Lacey, B. A context for hyperactivity over time.Child Development, 1972,43, 757–773.
Bradley, C. Benzedrine and Dexedrine in the treatment of children's behavior disorders.Pediatrics, 1950,5, 24–36.
Chess, S. Diagnosis and treatment of the hyperactive child.tNew York State Journal of Medicine, 1960,60, 2379–2385.
Clarkson, F., and Hayden, B.A developmental study of perceptual, conceptual, motivational and self-concept differences between and within hyperactive and normal groups of preadolescent boys. Washington, D.C.: Department of Health, Education and Welfare, 1971.
Conners, C. The syndrome of minimal brain dysfunction: Psychological aspects.Pediatrie Clinics of North America, 1967,14, 749–760.
Conners, C., & Eisenberg, E. The effects of methylphenidate on symptomatology and learning in disturbed children.American Journal of Psychiatry, 1963,120, 458–464.
Cruickshank, W., Bentzen, F., Ratzeburg, R., & Tannhauser, M.A teaching method for brain-injured and hyperactive children. Syracuse, New York: Syracuse University Press, 1961.
Doubros, S., & Daniels, G. An experimental approach to the reduction of overactive behavior.Behavior Research and Therapy, 1966,4, 251–258.
Dunn, L.Peabody picture vocabulary test. Circle Pines, Minnesota: American Guidance Service, Inc., 1959.
Edwards, A.Experimental design in psychological research (1st ed.). New York: Rinehart & Co., 1950.
Eisenberg, E. The management of the hyperkinetic child.Developmental Medicine and Child Neurology, 1966,8, 593–598.
Firestone, P., & Douglas, V. The effects of reward and punishment on reaction times and autonomic activity in hyperactive and normal children.Journal of Abnormal Child Psychology, 1975,3, 201–216.
Freibergs, V., & Douglas, V. Concept learning in hyperactive and normal children.Journal of Abnormal Psychology, 1969,74, 388–395.
Jastak, J., Bijou, S., & Jastak, S.Wide range achievement test. Wilmington, Delaware: Guidance Associates, 1965.
Koppitz, E.The Bender-Gestalt test for young children. New York: Grune & Stratton, 1964.
Kottmeyer, W., & Claus. A.Basic goals in spelling (3rd ed.). New York: McGraw-Hill Book Co., 1968.
Martin, G., & Powers, R. Attention span: An operant conditioning analysis.Exceptional Children, 1967,33, 565–570.
Patterson, G. An application of conditioning techniques to the control of a hyperactive child. In E. Ullman & E. Krasner,Case studies in behavior modification. New York: Holt, Rinehart & Winston, 1965.
Patterson, G., & Gullion, M.Living with children: New methods for parents and teachers (Rev. ed.). Champaign, Illinois: Research Press, 1971.
Patterson, G., Jones, R., Whittier, J., & Wright, M. A behavior modification technique for the hyperactive child.Behavior Research and Therapy, 1965,2, 211–226.
Pihl, R. Conditioning procedure with hyperactive children.Neurology, 1967,17, 421–423.
Wechsler, D.Wechsler intelligence scale for children. New York: Psychological Corporation. 1949.
Wender, P.Minimal brain dysfunction in children. New York: Wiley-Interscience, 1971.
Werry, J., & Sprague, R. Hyperactivity. In C. Costello (Ed.),Symptoms of psychopathology. New Yoik: Wiley & Sons, 1970.
Worland, J., North-Jones, M., & Stern, J. Performance and activity of hyperactive and normal boys as a function of distraction and reward.Journal of Abnormal Child Psychology, 1973,1, 363–377.
Author information
Authors and Affiliations
Additional information
This research was supported in part by U.S. Public Health Service Training Grant (in Biological Science) No. MH07081. This article is based on a dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the Ph. D. degree. The assistance of Dr. John A. Stern in helping with the preparation of the dissertation is gratefully acknowledged. The generous assistance of Dr. Cynthia Janes in helping prepare this paper is appreciated. The dissertation is available from University Micro-films (Order No. 74-13, 799). The assistance of Ms. B. Talent and Ms. S. Weiner in making reliability checks is gratefully acknowledged.
Rights and permissions
About this article
Cite this article
Worland, J. Effects of positive and negative feedback on behavior control in hyperactive and normal boys. J Abnorm Child Psychol 4, 315–326 (1976). https://doi.org/10.1007/BF00922530
Issue Date:
DOI: https://doi.org/10.1007/BF00922530