Results supported the hypothesis that first graders whose self-verbalizations contained an instrument rationale (e.g., "If I wait, I'll get another cookie") would delay gratification longer than those whose self-verbalizations contained a moralistic rationale (e.g., "It is good to wait"). (MP)

Investigates the relative effects of systematic self-monitoring and self-reinforcement on children's academic test performances. Eighty-five fourth-grade children were measured on an experimenter-constructed curriculum of history facts, Spanish/English word pairs, and reading comprehension passages. (RH)

The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. Suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful techniques. (Author)

Investigates the relationship between task persistence, locus of control, self-reinforcement, and specific expectancies in elementary school children. (CM)

The study assessed whether 4 students (ages 9-13) with severe autistic disabilities could learn to use a self-management treatment package to reduce stereotypic behavior. Use of the procedures greatly reduced levels of stereotypic behavior. Improvement also occurred for extended periods of time in new settings without the presence of a treatment…

Examines educational research on the effects of rewards and punishments on students' academic performance. Discusses findings on the effects of extrinsic and intrinsic rewards, locus of control with students or teacher, the benefits of celebrations and rewards, and implications for the classroom. (JPB)

Dynamical, self-organizing models of sentence processing predict "digging-in" effects: The more committed the parser becomes to a wrong syntactic choice, the harder it is to reanalyze. Experiment 1 replicates previous grammaticality judgment studies (F. Ferreira & J. M. Henderson, 1991b, 1993), revealing a deleterious effect of lengthening the…

The study investigates the relative efficacy of self-monitored and externally imposed reinforcement in intrinsically motivated and extrinsically motivated children, grades two through five. Results show the importance of individual differences in children's dispositions to respond to incentive conditions. (JH)

The case histories of five students enrolled in a university course in how to study are reported. The students ranged in age from 18 to 35, included two males and three females, and varied in school experience from no college in one case and some college in two cases to college degrees in two cases. Students were initially taught to chart their…

This manual is designed to introduce college and secondary students to individualized instruction. It includes an overview of the advantages of individualized instruction, a step-by-step description of how to go through an individualized course, and instruction in the self-management of study behavior. (Author/JY)

Study tests the hypothesis that younger children's self-reinforcing tendencies would be governed by prior social comparison concerning the relative amounts of rewards each received by himself and a peer, while older children will take into account whether any observed discrepancy in rewards received is merited or arbitrary. (Author/CB)