Twenty first-grade children were given 28 trial tetrads, each of which included three single reward presentations followed by a test between two reward values. Results demonstrated that the experimentally controlled familiarization monotonically depressed the preference value of the high reward within trial tetrads, as well as across trials.…

Discusses meaningful rewards for positive behavior and meaningful punishments for negative behavior. (GB)

Behavior is guided by its consequences. Paper explores the events which occur when people attempt to control other people's behavior using this principle. (Author)

Children's natural propensity to learn offers behavioral'' implications for teaching reading. (RB)

Study was designed to investigate the effects of signalled non-contingent reward on the operant behaviour of human subjects. (Authors)

This study investigated the parameters of the social reinforcement labeled indirect reinforcement" and examined its presence and effect in a natural school setting. (Author)

Describes an innovative program of educational psychology at Missouri Western College. (HS)

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)