A note on some reinforcing properties of university lectures

Contingency management systems in university courses have sometimes assigned the role of reinforcing stimulus to lectures and demonstrations. Attending a lecture was made contingent upon having previously finished certain course assignments. The present paper investigated some variables that control student attendance at lectures. Attendance remained high throughout each course at those class meetings where quizzes contributing to course grades were given or where impending quizzes were discussed. Attendance at lectures over the reading assignments or over material unrelated to course quizzes rapidly declined. When students were given course credit for attending these lectures, or when the lectures included information for future quizzes, attendance increased. When attending these lectures was made contingent upon having completed certain assignments the prior week, no increase in assignment completion was noted and the attendance at the lectures decreased even further. All lectures were given during one class meeting each week. Attendance at the other class meetings during the week remained stable.     

SELF-RECORDING OF ATTENTION VERSUS PRODUCTIVITY

We investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom. Following baseline, both self-recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self-recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.     

Effects of varying length of stimulus series and response scale upon response latency,response uncertainty,and transmitted information

A 3 by 3 orthogonal design was employed t o study the interrelations among response latency (RL), response uncertainty (E_R), and transmitted information Nine groups of Ss judged the size of 5, 20, or 40 projected squares in terms of 5, 20, or 40 response categories. Patterns of change in ER and RL over the three stimulus series were differentially effected by increases in the number of available response categories. The increase from 5 to 20 response categories produced, for successively longer stimulus series, a constantly increasing change in E_R; the further increase from 20 to 40 categories produced a contrasting, constantly decreasing change in E_R. The same two changes in number of response categories produced the same pattern of change in RL over the 5- and 20-stimulus series but reversed the pattern for the 40-stimulus series. Correlations between E_R and RL ranged from .28 to .99 and tended to maximize when number of response categories equaled the number of stimuli. I_t was relatively low under all conditions. Within the 5- and 20-stimulus series, increases from 5 to 20 to 40 available responses increased RL in a negatively accelerated fashion but did not increase I_t. Within the 40-stimulus series, the same increases in number of available responses produced an essentially linear increase in both I_t and RL.     

The effect of adaptation on taste jnds

The jnd for 0.1 M NaCl was measured under two different adapting conditions. Following adaptation to HOH the jnd was 0.009 M and after 0.1 M adaptation it was .018 M. The implications of this change in sensitivity with differing adaptation for Beidler’s theory are discussed.     

The problem of religious evil: Does belief in god cause evil?

Daniel Kodaj has recently developed a pro-atheistic argument that he calls “the problem of religious evil.” This first premise of this argument is “belief in God causes evil.” Although this idea that belief in God causes evil is widely accepted, certainly in the secular West, it is sufficiently problematic as to be unsuitable as a basis for an argument for atheism, as Kodaj seeks to use it. In this paper I shall highlight the problems inherent in it in three ways: by considering whether it is reasonable to say that “belief in God” causes evil; whether it is reasonable to say that belief in God “causes” evil; and whether it is reasonable to say that belief in God causes “evil.” In each case I will argue that it is problematic to make such claims, and accordingly I will conclude that the premise “belief in God causes evil” is unacceptable as it stands, and consequently is unable to ground Kodaj’s pro-atheistic argument.     

A comparison of analysis methods to estimate contingency strength

To date, several data analysis methods have been used to estimate contingency strength, yet few studies have compared these methods directly. To compare the relative precision and sensitivity of four analysis methods (i.e., exhaustive event‐based, nonexhaustive event‐based, concurrent interval, concurrent+lag interval), we applied all methods to a simulated data set in which several response‐dependent and response‐independent schedules of reinforcement were programmed. We evaluated the degree to which contingency strength estimates produced from each method (a) corresponded with expected values for response‐dependent schedules and (b) showed sensitivity to parametric manipulations of response‐independent reinforcement. Results indicated both event‐based methods produced contingency strength estimates that aligned with expected values for response‐dependent schedules, but differed in sensitivity to response‐independent reinforcement. The precision of interval‐based methods varied by analysis method (concurrent vs. concurrent+lag) and schedule type (continuous vs. partial), and showed similar sensitivities to response‐independent reinforcement. Recommendations and considerations for measuring contingencies are identified.