Research has demonstrated the positive effects on reading achievement measures when content is conditioned as a reinforcer for prolonged reading. While previous research has focused on conditioning narrative texts on the relation to increased comprehension, there is no current research on the effects of conditioning informational texts. Experiment…

Reading interest is a significant predictor of reading achievement, with effects on both reading comprehension and vocabulary. We measured students' interest in reading as an estimate of duration of observable reading using whole intervals of silent-reading time. In Experiment 1, we assessed associations among interest in reading (i.e.,…

In a series of three experiments, I investigated the emergence of conditioned seeing, defined as delayed drawing responses, as a potential component of bidirectional naming (BiN) for unfamiliar stimuli, which was defined in this study as the emergence of untaught listener and speaker responses following a naming experience with school-aged…

The experimenter conducted three experiments to compare incidental language acquisition of familiar and non-familiar stimuli, and asses the effects of specific pairing experiences on the emergence of bidirectional naming (BiN) for familiar and non-familiar stimuli. In Experiment I the experimenter assessed the numbers of accurate untaught listener…

In Experiment 1, I conducted a functional analysis of student rate of learning with and without a peer-yoked contingency for 12 students in Kindergarten through 2nd grade in order to determine if they had conditioned reinforcement for collaboration. Using an ABAB reversal design, I compared rate of learning as measured by learn units to criterion…