Criteria for the Evaluation of High-School English Composition

Abstract

Normals, Institutionalized retardates, and non-Institutionallzed retardates, matched on the basis of MA, were tested on a simple performance task under social and tangible reinforcement conditions. Differences in performance under the two reinforcement conditions were belle red to reflect differences In the motivational systems of the groups. The performances of the normals and institutionalized retardates were very similar, as these two groups did not perform significantly longer or faster than each other on the task. The non-institutionalized retardates performed significantly longer than either of the other two groups, and significantly faster than the Institutionalized retardate group. This result was explained In terms of the greater frustration and failure which these Ss may experience In their daily lives.