The effect of principal attention contingent upon team on-task performance was examined in an unruly fourth-grade class. In the first condition, principal attention was delivered through a game-like group consequence procedure referred to as the Princial Game. During the second experimental condition, principal attention was delivered to individual subjects contingent upon each individual's behavior. Principal attention was found to be a strong reinforcer in both experimental conditions, but ercentage of on-task behavior during team consequences was higher than during individual consequences.
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Darch et al. (1977) studied this question.
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