The article is an anecdote showing how motivation can do marvelous things. (MF)

Investigated was whether the value of an event influences a subject's guess that the event will occur. (KW)

Overweight patients on a token economy psychiatric ward were reinforced with tokens, off ward privileges and social approval for meeting a weight loss criterion of three pounds per week. The progress of two subjects, both chronic paranoid schizophrenics, is described. The procedure appears to be effective. (Author)

The present study attempted to duplicate earlier findings and to investigate the effects of mechanical as well as personal reinforcement. However, the acquisition and extinction differences between oral and anal scoring types reported in the earlier studies were not obtained with either personal or mechanical reinforcement. (Author)

Principles of psychology are applied to scenes of campus disturbances and administrative guidelines are recommended. (Author)

Reviews research on teachers' praise in the classroom and proposes specific guidelines for helping teachers praise effectively. Time, concentrated attention, and individualization of remarks according to the student and the situation are considered crucial factors in praising effectively. (CM)

Argues that the one portion of behavior modification that educators least understand is negative reinforcement. Discusses the advantages of this technique. (FL)

Results indicated that free time was a very effective reinforcer and that, under the token program, the students (two 7 and 9 year olds who rarely completed assignments) increased their task completion. (Author)

Investigated the relationships between the daily occurrence of aversive events, depressed mood, and the enjoyment of pleasant events in a sample of depressed patients. Significant associations were found between depressed mood and unpleasant events, and between unpleasant events and the pleasantness of pleasant events. (Author)

Teacher praise typically does not function as a reinforcer. Rather, it is reactive to and under the control of student behavior. Its effects must be understood using concepts from attribution and social learning/reinforcement theories. (Author/GK)

A description is given of a training program for students preparing to be tutors. Tutors are taught to apply clearly specified motivational principles as a part of the tutoring process. (JD)

Describes "two-point system: which rewards students for having read assigned material before class, but does not penalize those who have not. At the beginning of class, students critique in writing the reading assignment. For each successful critique they receive two points on their next exam. (KC)

High individual accountability did not show significant positive effects on learning when compared with cooperative reward conditions. (JD)

Although aversive therapeutic approaches can be very effective in eliminating undesirable behavior, many clients do not commit themselves to participating in an activity which is subjectively very unpleasant. The addition of a positive reinforcement system whereby the client is rewarded for engaging in aversive therapy is proposed. (Author)