The relative effects on math performance of single- versus multiple-ratio schedules: a case study

This series of four experiments sought to assess the comparative effects of multiple- versus single-ratio schedules on a pupil's responding to mathematics materials. Experiment I, which alternated between single- and multiple-ratio contingencies, revealed that during the latter phase the subject responded at a higher rate. Similar findings were revealed by Exp. II. The third experiment, which manipulated frequency of reinforcement rather than multiple ratios, revealed that the alteration had a minimal effect on the subject's response rate. A final experiment, conducted to assess further the effects of multiple ratios, provided data similar to those of Exp. I and II.     

Reinforcement of visual attending in classrooms for deaf children

The efficacy of immediate tangible reinforcement in increasing appropriate visual attending for entire classes of deaf children was examined. The subjects were three classes (seven children each) in a residential school for the deaf. Boxes were installed on each child's desk, with lights that were flashed immediately contingent upon 10 sec of visual attending. Light flashes were backed up by M & M's, cereal bits, or tokens. In two of the classes, extinction sessions were also scheduled. For all classes, the reinforcement procedure increased visual attending by 50% or more, maintaining it at rates above 82%. Withdrawal of tangibles decreased attending back to baseline levels. The results support analysis of attending as operant behavior and demonstrate the applicability of reinforcement procedures in modifying these behaviors for young deaf children in a classroom setting.     

Reinforcing self-help group activities of welfare recipients

The attendance rates of welfare recipients at self-help group meetings was compared when supplementary reinforcement was given for attending and when it was not. Reinforcers included donated items, such as clothing and household goods, and information about welfare services. It was found that the attendance at meetings averaged three recipients per meeting without reinforcement and 15 recipients per meeting with reinforcement. There was evidence that attendance was associated with participation in other self-help activities. It was concluded that practical forms of reinforcement can be found to maintain the participation of severely disadvantaged populations in self-help groups.     

Individual differences in verbal conditioning, extinction, and awareness

The present study examined the relationship of three individual difference variables—need for approval, a belief in internal versus external control of reinforcement, and verbal intelligence— to acquisition, extinction, and awareness in a verbal conditioning task Based on a postexperiment interview and recognition task, subjects were grouped according to their awareness of the response-reinforcement contingencies and the degree to which they admitted influence by the experimenter Approval motivated subjects were more likely to acquire the reinforced response regardless of awareness levels than were low need for approval subjects. Subjects assessed as internal were more likely to deny influence by the experimenter and in some instances were more resistant to extinction than subjects called external Subjects higher in verbal intelligence evidenced more awareness than subjects with lower intelligence scores Results suggest that the inclusion of individual difference variable is of crucial importance to a clear understanding of the experimenter-subject interaction in the verbal conditioning situation Implications for the other dyadic interactions, particularly psychotherapy, were discussed