Measurement of Preferences for Signals of Correctness: Children's Status, Race, and Gender

Abstract

Three experiments strongly supported the developmental theory of reward preferences and showed that signals of correctness possess powerful incentive properties. High status fifth graders consistently exhibited a significant preference for signals of correctness over tangible rewards. Exps. 1 and 2 ( ns = 60 and 20, respectively) also supported a mathematical model of choice times. Both presented a selective learning task which required children to choose repeatedly between a correctness-cue and a money-cue, and both showed that selective learning evoked impulsive choices, suggesting that this method impairs acquisition of the cue-incentive association. Exp. 2 confirmed this by indicating that selective learning impairs acquisition, thus underestimating incentive preferences. Exp. 3 measured fifth graders' ( n = 40) preferences more accurately. As predicted, social status enhanced preferences for signals of correctness but race (black versus white) and gender (in Exp. 1) exerted no influence. The recent, highly consistent support for the developmental theory is discussed.