Drug effects in squirrel monkeys trained on a multiple schedule with a punishment contingency

The behavior of four monkeys trained on a multiple schedule was differentially sensitive to selected pharmacological agents. The three components of the multiple schedule were: (1) a variable-interval schedule in which responses were reinforced on the average of once per minute; (2) a concurrent schedule in which every tenth response was reinforced and every fifteenth response, on the average, was shocked; and, (3) a neutral stimulus in the presence of which responses were neither reinforced nor shocked. Pentobarbital, chlordiazepoxide, and meprobamate increased responding during each of the components. Scopolamine and d-amphetamine decreased variable-interval performance, had minimal effects on performance during the concurrent-schedule component, and increased responding in the presence of the neutral stimulus. Chlorpromazine decreased variable-interval responding and had slight effects on the responding during the other two components.     

Intake and Walk-in Procedures in a College Counseling Setting

Modifications of the intake procedure usually employed in counseling settings were adopted in order to provide students the opportunity for immediate contact with a counselor. Elimination of the waiting list, reduction in number of missed appointments, and reduction of length of counseling came about. Staff satisfaction with the new approach has been high and there would be opposition to reverting to the scheduled initial interview. Possible changes in the type of problem or clients' readiness for problem-solving were observed.     

Effects of an Accelerated Reading Course on SAT-V Scores

3 groups of university freshmen took the SAT-V before and after a course in Accelerated Reading. The mean post-test scores for 2 groups increased slightly less than 10 points, while the mean post-test score for the third group decreased significantly. It is concluded that for the type of students used in this study, a course emphasizing speed and accuracy of reading is not of value in increasing scores on the verbal part of the Scholastic Aptitude Test.