ERIC Number: ED085606
Record Type: RIE
Publication Date: 1973-Mar
Reference Count: 0
Fixed Interval Reinforcement and Continuous Daily Feedback on Academic Performance. A Conjunctive Confounding of Schedules.
Quigley, Patrick A.; Newell, John M.
The purposes of this study were to: (1) produce self-control of academic behavior in a ninth-grade typing and an eleventh grade accounting class by providing continuous self-generated feedback through various devices; (2) to assess the relative merits of each device; and (3) to study those factors accounting for behavior change under self-monitoring conditions. A review of earlier self-monitoring studies suggested controls appropriate to the research design. The devices themselves proved no different from the controls. The accelerations in the last posttreatment baseline proved significantly different from all other phases for two sets of data. A third set of data yielded only a non-significant trend toward change during the last posttreatment baseline. Results suggest that: students demonstrate limited self-directed change of performance rates with these procedures; terminating the last phase conjunctively with the end of the school year explains the fixed interval scallop; and weighting daily work more heavily may reduce scalloping and assure the longevity of self-control through the end of the school year. (Author)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the American Educational Research Association, February 26 through March 1, 1973, New Orleans, Louisiana