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Nine subjects, 14 to 18 yr old, pulled a knob on a schedule of monetary reinforcement. Concurrently, they escaped or avoided periodic presentations of a tone by pressing a button that required 1.5 lb (6.67 N) of force or by punching a padded cushion that required 20 lb (88.96 N) of force. The punching response was designated as an aggressive response because the force of this response together with its topography was comparable to responses of humans that deface objects and produce escape or counter aggression from other humans. It was found that button pressing was the preferred concurrent avoidance response and there were few punches. However, when the monetary reinforcer was discontinued (extinction) punching increased for seven of the nine subjects, but there was no consistent change in the rate of button pressing. When the punching response was replaced by another non‐preferred but non‐aggressive response, neither this response nor button pressing increased during extinction. Hence, the increase in punching during extinction cannot be attributed solely to the fact that it was a concurrent response or a non‐preferred response.

Pigeons were trained to discriminate between the presence and absence of apparent movement in visual displays. Generalization gradients obtained on the dimension of speed indicated a broad range of movement detection. Extremely accurate discrimination performance on displays varying in direction of movement suggested formation of a “movement concept”.

Delayed reinforcement techniques were applied, in a multiple baseline experimental design, to modify the behavior of a mildly maladjusted sixth‐grade child. The following behaviors were chosen for modification: face‐touching, posture, and voice‐loudness. Videotape recordings were made of the subject's behavior during mathematics and spelling periods each day. The recordings from the mathematics period was shown to her after school, and consequences for behavior exhibited during mathematics were dispensed during the after‐school viewing. This delayed reinforcement procedure produced the desired behavior changes during the mathematics period. Tapes from the spelling period, which were taken without the child's knowledge, indicated that the behavior changes generalized to portions of the day other than the mathematics period.

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The acquisition of auditory intensity discriminations in rats trained on multiple variable interval extinction schedules was studied as a function of some of the variables that contribute to the speed of development of differential responding and the final level attained. The effects of three variables were isolated and studied in detail: (1) the decibel difference between the discriminative stimuli (intensity difference); (2) the intensity relationship between the stimuli (relative intensity); and (3) the position of the stimuli on the intensity continuum (absolute intensity). Each of the three variables generated orderly relationships and interacted with one another to produce complex effects upon differential responding.

Auditory frequency generalization in the goldfish was studied at five points within the best hearing range through the use of classical respiratory conditioning. Each experimental group received single‐stimulus conditioning sessions at one of five stimulus frequencies (100, 200, 400, 800, and 1600 Hz), and were subsequently tested for generalization at eight neighboring frequencies. All stimuli were presented 30 db above absolute threshold. Significant generalization decrements were found for all subjects. For the subjects conditioned in the range between 100 and 800 Hz, a nearly complete failure to generalize was found at one octave above and below the training frequency. The subjects conditioned at 1600 Hz produced relatively more flat gradients between 900 and 2000 Hz. The widths of the generalization gradients, expressed in Hz, increased as a power function of frequency with a slope greater than one.