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In the first experiment, after establishing baseline composition rates in each classroom, timing (announcing time limits) and feedback (student self‐scoring) were introduced followed by the introduction, removal, and reintroduction of public posting of highest scores. Timing and feedback improved story writing performance and public posting of highest scores improved performance even further in both classrooms. Teacher praise produced further improvement in one classroom but had no effect on performance in the other. Changes in on‐task behavior paralleled changes in writing rate. Comments made by children concerning their own work or work of their peers were recorded throughout the experiment. Although the baseline rate of performance comments was almost zero, the introduction of each variable markedly increased the rate of performance comments. In the second experiment, baseline rates on reading and language exercises were established in a fifth‐grade classroom. The entire performance feedback system was introduced on a multiple baseline across the two behaviors and then removed during the final phase of the experiment. Introducing the system improved performance on both tasks. These results further increased the generality of some of the findings of the previous experiment and of previous research on the efficacy of the experimental package of timing, feedback, public posting, and praise.

Continuous and time‐sample measures of the in‐seat behavior of a secretary were obtained. Measurement error, i.e., the extent to which the sample measures deviated from the continuous measure, was a function of the frequency of the sample measurements and the criterion used to score an example of the behavior. If the behavior had to be exhibited throughout the observational interval (whole‐interval time sampling), there was a consistent underestimate of the continuous measure. If the behavior had to be exhibited only briefly within the observational interval (partial‐interval time sampling), there was a consistent overestimate of the continuous measure. And, if the behavior had to be exhibited at the end of the observational interval (momentary time sampling), overestimations and underestimations of the continuous measure occurred about equally often. As expected, the more frequently the sample measures were made the closer was the agreement between the sample and continuous measures. Two conclusions concerning measurement error in interval time sampling were made. The first was that the error will be a function of the mean time per response. The second is that this error will not be consistent across experimental conditions.

The effect of token reinforcement on three classes of divergent verbal responding to verbal stimulus items from three measures of the Wallach‐Kogan Creativity test was examined. The subjects consisted of two “gifted”, two “average”, and two “learning disabled” children from a public‐school setting. The design utilized both an intra‐subject and inter‐subject multiple‐baseline design with a reversal design added. Tokens were dispensed contingent upon the number of appropriate verbal responses to each stimulus item, i.e., a continuous schedule of reinforcement was used—one token per appropriate response. Interobserver agreement on “appropiateness” was 993%. The tokens could be used to “purchase” items listed in a “menu” format (e.g., ball and jacks—100 tokens). Consistently large effects of token reinforcement were observed, without generalization of effect across the three classes of behaviors, or conditions. These results support the works of Goetz and Baer (Journal of Applied Behavior Analysis, 1973, 6, 209–217), Goetz and Salmonson (Behavior Analysis and Education, G. Semb, (Ed.), University of Kansas, 1972, 53–61), and Maloney and Hopkins (Journal of Applied Behavior Analysis, 1973, 6, 425–434). Implications lie in continued experimental analysis of behavior approach to the concept called “creativity”. Additionally, implications are made in classroom application of assessing and intervening in the area of divergent responding for children with deficits in those areas.

It is difficult to maintain stimulus control in animal psychophysical studies using the tracking method. Loss of stimulus control is characterized by wandering thresholds and responses in the absence of the stimulus. Rats were trained to make a variable number of licking responses to turn on an auditory stimulus. A response on a lever in the presence of the stimulus was reinforced with food. Two procedures were added to improve stimulus control. First, lever responses in the absence of the stimulus raised the intensity of the stimulus at the next presentation; second, rate of reinforcement in the threshold region was maintained at about the same level as that in the suprathreshold region by reducing the number of licking responses required to turn on the stimulus. Using these two procedures, stimulus control was improved and maintained and reliable auditory intensity thresholds were obtained.

The effects of the type of reinforcer on auditory sensitivity and equal‐loudness data were determined in the squirrel monkey. The monkeys, restrained and provided with earphones, were conditioned to depress and hold a bar down in the presence of a stimulus light and then to terminate the holding response after onset of a tone. In Experiment 1, the specified behavior sequence postponed electric shock; in Experiment 2, a food reinforcer was dependent on bar release during the tone. The shape of the auditory sensitivity function and the acuity level at each frequency were the same for the two procedures. The audible frequency range extended from below 0.125 kHz (lowest frequency used) to 46 kHz. Sensitivity was maximum at 8 kHz. Latency of bar release following tone onset served as the basic data for constructing a family of equal‐loudness contours. The type of reinforcer appeared not to be a determinant of either the shape of individual loudness contours or the pattern of family of equal‐loudness functions. At the lower sound‐pressure levels, the equal‐loudness contours closely paralleled the threshold curves. At more‐intense levels, the contours tended to flatten and depend less on frequency.

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This study demonstrated the effect of training nine lower socio‐economic adults participating as policy board members in a federally funded rural community project to make behaviorally defined statements to increase problem‐solving behaviors in board meetings. A multiple‐baseline design across subjects and skills was used to analyze the behavioral categories of: (1) stating the problem; (2) finding solutions to the problem, and (3) implementing the action to the solution. Problem‐solving responses during board meetings increased for subjects following training and remained higher than baseline during follow‐up.