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A 3‐yr‐old hearing‐impaired girl, who used neither the article “the” nor the auxiliary verb “is” was taught to use these words in describing a picture, initially through imitation and then in response to the command, “Tell me about this”. As a result, she was able to use sentences in the present progressive form to describe a number of pictures on which she had received no training. This newly acquired behavior was subsequently extinguished and then reinstated.

Two instructional methods (role playing and lecture) were compared in evaluating the effectiveness of teaching behavior modification to institutional attendants. Pre‐ and posttest measures were obtained for two major outcome variables: (1) knowledge of behavior modification principles and (2) ratings of ability to apply behavior modification techniques. Results indicated that role playing was more effective in teaching behavior modification skills while the lectures were more effective in teaching principles of behavior modification.

Items considered valuable by the subject and originally his property were surrendered to the researcher and incorporated into a contractual system of prearranged contingencies. Each subject signed a legal contract that prescribed the manner in which he could earn back or permanently lose his valuables. Specifically, a portion of each subject's valuables were returned to him contingent upon both specified weight losses and losing weight at an agreed‐upon rate. Furthermore, each subject permanently lost a portion of his valuables contingent upon both specified weight gains and losing weight at a rate below the agreed‐upon rate. Single‐subject reversal designs were employed to determine the effectiveness of the treatment contingencies. This study demonstrated that items considered valuable by the subject and originally his property, could be used successfully to modify the subject's weight when these items were used procedurally both as reinforcing and as punishing consequences. In addition, a systematic analysis of the contingencies indicated that punishing or aversive consequences presumably were a necessary component of the treatment procedure.

Pigeons were trained in a conditional discrimination procedure to discriminate between visual stimuli that varied in intensity. The magnitude of the intensity difference ranged from 0.80 to 0.05 logarithmic units. Psychometric functions were calculated from the data and the mean difference threshold for the 11 subjects was approximately 0.12 logarithmic units. A signal‐detection analysis of the data suggested that stimuli that were below the calculated threshold were detectible to the subjects.

This study evaluates the effectiveness of an incentive procedure designed to induce litter collection in a large forest campground. Children in the campground were offered their choice of a variety of reinforcers for picking up and properly disposing of litter. The procedure resulted in a sharp decline in four types of litter planted in the campground.