High-level prompting and specific praise continue to predict students' social reasoning one turn later (Lag-2), suggesting a vicarious reinforcing experience¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 At Lag-2 but not Lag-3, high-level prompting (OR = 1.86) and specific praise (OR = 6.30) remained significant predictors of students' social reasoning, which the authors suggest may reflect a vicarious reinforcing experience. → Nagpal 2025

Evidence¶

Nagpal 2025¶

Nagpal, M., Lin, T.-J., Kraatz, E., Kim, S., Ha, S. Y., & Glassman, M. (2025). Reciprocal interactions between teachers' instructional moves and students' social reasoning during collaborative small group discussions. Instructional Science. https://doi.org/10.1007/s11251-025-09718-7

q2 · i3 · associational · r2

Same SDA of the 24 Week-4 CSR discussions. The article reports the Lag-2 effects "remained significant" with odds ratios of 1.86 for high-level prompting and 6.30 for specific praise, and offers the vicarious reinforcement interpretation as a suggestion.

"At Lag-2 but not Lag-3, the effects of high-level prompting (B = 0.62, SE = 0.22, p = 0.00, 95% CI [0.18, 1.05]) and specific praise (B = 1.84, SE = 0.71, p = 0.01, 95% CI [0.44, 3.25]) remained significant, suggesting that high-level prompting and specific praise may have created a vicarious reinforcing experience for students to exercise their social reasoning"

Discussion¶

Related Claims¶

• Low-level prompting, modeling, and information provision do not predict students' social reasoning at any lag — related
• Students' social reasoning is less likely to be followed by teachers' high-level prompting and more likely to be followed by specific praise — related
• Students' social reasoning in the previous three turns positively predicts social reasoning in the current turn — related
• Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related