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ERIC Number: ED046034
Record Type: RIE
Publication Date: 1970-Nov
Pages: 124
Abstractor: N/A
Reference Count: 0
Effects of Contingency Management and Quasi-Individualized Instruction on Academic Performance and Attitudes. Final Report.
Nelson, Dennis E.; Jones, G. Brian
This study postulated that if contingency management techniques were used to supplement an instructional system in which efforts toward individualization were being made, disadvantaged students would be influenced to produce more, and a higher quality of, academic behaviors and more favorable attitudes toward academically relevant concepts than would be produced by that instructional system alone or by conventional instruction. This report describes this study in terms of: (1) the problem and research strategy, including background and research techniques; (2) the experimental design and procedures, including treatment conditions, criterion instruments, and data collection; (3) results and discussion, including hypotheses on experimental versus control subjects, subjects "on" versus subjects "off" contingency management and individualized instruction versus control subjects, and subjects "on" versus subjects "off" contingency management; and (4) summary, conclusions, and implications. (Author/KJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.