Ninety students in an introductory psychology course were each assigned to one of three matched groups, which were levels of multiple-baseline format. For each level, a simple within subjects reversal design was used, in which points were awarded for participation in study sessions during a nine-day, two-week period, preceded and followed by periods when reinforcement was not available. Participation was defined as studying for at least 15 minutes and then completing and scoring the daily quiz in study session. Of the 90 students, only 61 picked up instruction sheets, and of these 27 actually participated in one or more study sessions. The two most significant findings were that course credit points did reinforce participation in study sessions, which was shown by a clear reversal (a return to no participation when points were withdrawn), and that significantly more top than bottom students participated in study sessions (p<.05). No significant sex differences were found.

Four groups of twenty Ss each were conditioned for an abnormal response of the Muller-Lyer illusion. The four groups were:1. Control - no response from E2. Positive reinforcement - "mmm-hmm" when parison was longer than the standard3. Punishment - "huh-uh" when the comparison was shorter than the standard.4. Both punishment and positive reinforcement - "mmm-hmm" when the comparison was longer than the standard and "huh-uh" when the comparison was shorter than the standardThere was no difference in sex, or in tests before and after verbalization of the reinforcement contingency by each S. There was an overall difference as measured by an analysis of variance (p < •001) . There was no significant difference between positive reinforcement and the control group. There was a significant difference between Groups 1 and 3, and Groups 1 and 4. There was no significant difference in Groups 3 and 4 although there was a trend in that direction.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1976. / Bibliography: leaves [111]-123. / Microfiche. / vi, 123 leaves ill

Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2005. / Abstract. Includes bibliographic references.

Thesis--Auburn University, 2005. / Abstract. Includes bibliographic references.

Thesis (B.A. Hons. 1974) from the Department of Psychology, University of Adelaide.

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "May, 2007." Includes bibliographical references (leaves 61-64). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

Thesis (M.A.)--University of Nevada, Reno, 2007. / "May, 2007." Includes bibliographical references (leaves 29-32). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.