A researcher was investigating the effects of incentives on problem solving performance with children. Two randomly selected groups of children were required to work on a variety of problems. One group served as a control group. The other group was given an incentive to solve problems. They were told that for each problem solved they would receive points that they could trade in for special treats. The mean number of problems solved by the control group was 12.6 with a standard deviation of 2.6. The mean number of problems solved by the incentive group was 12.6 with a standard deviation of 6.4. The researcher's assistant was surprised that the incentive had no effect on problem solving performance. The researcher, however, explained that in fact the incentive did affect performance. How
did the incentive affect the children's performance?
What will be an ideal response?
Correct Answer:
The incentive served to increase the variability. Some of the children solved many more problems when the incentive was offered but some of the others solved many fewer. This is not an unusual finding. Any kind of pressure to perform often affects children very differently. Some work very well under pressure and some do not work at all.
You might also like to view...
Adults should never let toddlers say “No” to them
a. True b. False
According to Piaget, children who are in the preoperational stage:
a. understand that quantity stays the same despite a change in appearance. b. have not acquired the ability to conserve. c. can take 2 attributes into account at the same time. d. believe that instruction is superior to construction.
Calculate your model using MANOVA. Which individual variables predict combined maths and English grades? How strong is their effect?
 figure 1.png)
Answer the following statement(s) true (T) or false (F)
Printing a copy of the data entered can be very helpful when checking the accuracy of your work, unfortunately the IBM SPSS Statistics software does not allow to just print a portion of your data.