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Forty one subjects from a 10‐week introductory course in Educational Psychology were randomly divided into two experimental groups. All students took weekly quizzes over content material. Members of one group received little or no academic credit if they performed at less than 90% on a weekly quiz, but could earn additional credit by taking a weekly remedial quiz. Members of the second group also took the initial weekly quizzes, but retained their raw scores and were not permitted to take the weekly remedial quizzes. Performance on a 100‐item multiple‐choice comprehensive final revealed a statistically significant and educationally important difference between the two groups, the required‐remediation group scoring an average of one‐half letter grade higher.

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Three pigeons were exposed to a two‐component multiple schedule in which a variable‐interval 3‐min schedule was always in effect in one component. The schedule in the other component was either variable‐interval 3‐min or extinction in alternate blocks of sessions. When the schedule was changed from multiple variable‐interval 3‐min variable‐interval 3‐min to multiple variable‐interval 3‐min extinction in the second and fourth phases of the experiment, overall response rates in the unchanged variable‐interval 3‐min component increased in two pigeons. Response rate declined when the schedule was changed to multiple variable‐interval 3‐min variable‐interval 3‐min again. Correlated with increases in overall response rate in the unchanged component were increases in local response rates at the beginning of the unchanged component and immediately after food presentation. Local rates 40 sec after food presentation did not increase greatly in the presence of the multiple variable‐interval 3‐min extinction schedule. An interresponse time analysis of three local rate samples showed small increases in the relative frequency of short‐duration interresponse times at the beginning of the unchanged component and immediately after food presentation. Neither the postreinforcement pause nor the latency to the first response in the unchanged component changed systematically.

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This study investigated the effects of systematic training on the oral reading rate of four hard‐of‐hearing children. In training, systematic increases in pulsing rate of a vibrotactile stimulus were arranged. The children received points, exchangeable for money when their reading rate equalled the pulse rate of the stimulus. The training procedure was effective in increasing the oral reading rate in all children. Generalized increases in reading rate on untrained word lists, sentences, and paragraphs were also observed.

Five rats were trained on a two‐component multiple schedule with each component consisting of a two‐link chain schedule. Differential response suppression in the initial links of the chain schedules was used as a measure of the relative aversiveness of events introduced into the subsequent terminal links. When unsignalled shock was scheduled in one terminal link and signalled shock in the other (in addition to equal numbers of food reinforcers), responding was suppressed to a greater degree in the initial link preceding the unsignalled‐shock condition. Reversing the terminal‐link positions of unsignalled shock and signalled shock led to a reversal of the differential response suppression in the initial links. These results confirm previous findings that signalled shock is less aversive than unsignalled shock and extend the generality of this phenomenon from choice measures to rate measures of aversiveness.

A data matrix system used to record and summarize individual behavioral data is described. The major characteristics of the system are: (1) it provides a place to record and summarize all patient token exchanges, whether for standard contingencies or for idiosyncratic behavior; (2) it serves as a record and summary for time samples observed during a 24‐hr period and as a record of reliability data on time sample measures; (3) it provides a place where the new token balance for each patient can be calculated and recorded for use the next day; (4) it provides for calculation of an individual patient's token balance at any given moment; and (5) it is a permanent record of each patient's daily participation in the program and documents progress in terms of his economic status as well as in changes in critical target behaviors.