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The effects of antecedent and consequent events on the verbal behavior of three institutionalized mentally retarded adolescents were examined. Verbal statements, related to current national and international events, were recorded after exposures to television news programs. The study examined the accuracy of verbalizations as a function of: (1) exposures to television news presentations in massed (i.e., viewing the entire news program before an opportunity to describe it) versus distributed form (i.e., viewing each news item separately with each followed by an opportunity to describe it), and (2) contingent tokens and social praise for correct verbal responses (i.e., statements corresponding to news items presented). Both the temporal distribution of news presentations and the reinforcement procedures improved the accuracy of verbal statements emitted by the subjects.

This study demonstrated the existent role of contingent teacher attention in maintaining a preschool child's aggression to his peers, as well as an imposed use of contingent teacher attention to increase his low peer interaction. Aggression and peer interaction were analyzed independently as two baselines of multiple baseline design; each was subjected to at least one reversal. The multiple baseline design was used to examine three possibilities: (1) that the high rate of aggressive behavior was in itself impeding the emergence of peer interaction; (2) that contingent teacher attention could be used to maintain a reduced rate of aggressive behavior; and (3) that a similar use of teacher attention could maintain an increased rate of peer interaction. The technique of largely ignoring the subject's aggressive behavior and attending instead to whatever child he was attacking decreased his aggressive behavior to an acceptable rate. Two reversals of this technique displayed experimental control, each recovering the high baseline rate of aggression. After the aggressive behavior was decreased for the final time, teachers attended to the subject only when he was involved in social interaction with peers, and they thus increased his social interaction to a high rate. Later, they withdrew their attention for social interaction and reversed the effect and finally then recovered it.

It behooves us, as good citizens of the science of psychology, to shirk no area of psychology as long as we can apply scientific method to it. The research in cognitive psychology is certainly interesting, on the whole well executed, and very challenging. It is well within the scope of a behavioristic approach. It merely awaits more attention from behaviorists.

A combination of positive reinforcement and fading of physical guidance was used to teach a profoundly retarded boy specific responses to specific verbal instructions. The design consisted of a multiple baseline of probe data across different verbal instructions. The subject started responding correctly to each verbal instruction as that item was trained in a multiple‐baseline order. Generalization did not occur to items that had not yet been trained, nor did it occur to items included to assess generalization. Probes of variations in the verbal instructions, conducted after training was completed, revealed that generalization was minimal except in those cases where the variation consisted of the verb only, the noun only, the noun plus preposition, or where the verb of the instruction was presented last. Training a profoundly retarded 11‐yr‐old subject to respond to specific verbal instructions did not adequately facilitate the development of a generative instruction‐following capability, nor did all verbal elements of the instruction control a specific response.

Eighteen male essential hypertensive patients participated in an experiment designed to compare two strategies for controlling high blood pressure. Each strategy was derived from the instrumental learning literature, and the aim was to treat the blood pressure response as an operant and determine the most effective conditioning procedure for manipulating it. The results demonstrate that patients could be conditioned to lower blood pressure by 20% to 30% over a period as brief as four days by providing an external signal and verbal praise contingent upon each reduction in diastolic pressure that met a pre‐set criterion.

Frequency and magnitude of reinforcement were varied in concurrent variable‐interval variable‐interval schedules of reinforcement. The relative response rate to the two stimuli did not support the notion that choice approximately matches relative total access to food (the product of frequency and magnitude of reinforcement in one schedule divided by the sum of products of frequency and magnitude in both schedules). Relative response rates matched relative reinforcement value when that measure was adjusted to give more emphasis to reinforcement frequency than to reinforcement duration.

Pigeons were exposed to multiple schedules in which a key was lit in one component and a bar was present in the other. Ten subjects were trained to peck the key and to press the bar with their feet, and four subjects were trained to peck both the bar and the key. After a period of exposure to variable‐interval reinforcement in both components, subjects were exposed to extinction in one component. Only one of the 10 pigeons in the key‐peck:bar‐press condition showed an increase in rate in the other component, while seven of them showed a decrease. In the key‐peck:bar‐peck condition, three of the four subjects showed positive contrast. The data suggest that a condition for contrast to occur is that topographically similar behaviors be required in both components of the multiple schedule.

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