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Abstract

Twenty participants in a graduate adult education research course were randomly assigned to a control or experimental group. The experimental group received a reinforcer for making correct responses in structured-disscussions concerning the course content. After seven sessions the experimental subjects entered the control condition while the former control subjects received the reinforcer. At the end of each session participants rated aspects of the sessions and their learning on five Likert-type scales. They also completed questionnaires indicating the extent of their study behavior in the week preceding each session. Experimental subjects made more frequent "correct" responses, rated the sessions more positively, and manifested a greater number of desired study behaviors than control subjects. The new experimental subjects showed an incre ment in their rate of responding and study behaviors. The possible contaminating effects of expectancy and other extraneous variables are discussed. It is suggested that adult educators have been slow to utilize contingency management but should do so because of its power, simplicity, and utility.

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Behavior Modification and Contingency Manage Ment in a Graduate Adult Education Program

Abstract

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