Using course credit as reinforcement for free-style study behavior

Cardinal Scholar

Show simple item record

dc.contributor.advisor Meunier, Gary F. en_US Kizer, Philip L. en_US 2011-06-03T19:31:30Z 2011-06-03T19:31:30Z 1975 en_US 1975
dc.identifier LD2489.Z72 1975 .K59 en_US
dc.description.abstract 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participation in study sessions, which was shown by a clear reversal (a return to no participation when points were withdrawn), and that significantly more top than bottom students participated in study sessions (p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.
dc.format.extent iv, 17 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Reinforcement (Psychology) en_US
dc.subject.lcsh School credits. en_US
dc.subject.lcsh Independent study. en_US
dc.title Using course credit as reinforcement for free-style study behavior en_US Thesis (M.A.)
dc.identifier.cardcat-url en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Master's Theses [5510]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


My Account