A twelve-year-old profoundly retarded, self-abusive and assaultive child who did not feed himself was motivated to feed himself and modify undesirable responses within eight days. (Authors)

Identified are misconceptions of behavior modification procedures according to which behavior modification is connected mistakenly with noncontingent reinforcement, partial change of a teacher's behavior, decelerations of inappropriate behaviors only, dependency producing technology, teacher dominated activity, a single type of classroom…

The stimulus summation hypothesis predicts that the response strength of individual stimuli, when placed in combination, algebraically summate to produce a greater response strength than that of individual stimuli. (Author)

Proceeeding through each chapter of B.F. Skinner's book, Beyond Freedom and Dignity, the author presents selected quotations and then discusses Skinner's main contribution to cognitive-behavior therapy. (CB)

Findings suggest that conditioning a student's attending behavior to a given task seems to affect general adjustment behavior positively and thus decreases disciplinary problems in school. However, it does not seem to have an influence on performance. (Author)

Pre-experimental predictions that an increase in grade would be paralleled by an increase in degree of meaning conditioning, in amount of awareness, and in amount of conditioning with awareness were not supported in this investigation, consideration of possible reasons for such a result help clarify the nature of meaning conditioning. (WY)

Author believes that more general semanticists today have lost touch with the possibilities Korzybski opened to human beings, primarily that of liberating the self" from predetermined concepts and conditioned responses which hold mankind back from total freedom and fulfillment. Characterizing most semanticists as cerebral computers sans…

An educational psychologist outlines some recent changes in the conception of human learning and memory, and discusses their implications for the design and practice of instruction. (MF)