This study assessed the effects of a contingency management (CM) intervention for alcohol consumption in 10 alcohol-dependent participants. An ABCA design was used. Vouchers were provided contingent on results of ethyl glucuronide (EtG) urine tests (an alcohol biomarker with a 2-day detection period) and alcohol breath tests during the C phase.…

This is the second in a series of six papers from the Center on Education Policy exploring issues related to students' motivation to learn. As noted in the first paper of this series, motivation to learn is one of the most important factors in a student's educational journey, but a robust discussion about students' motivation may be the "missing…

An annotated bibliography of studies dealing with social reinforcement in diverse psychological and educational contexts is given. The research reviewed covers the period from 1964 to 1972, and individual studies are classified according to classes of variables which have been found to moderate the effectiveness of social reinforcement. All told,…

Major studies and theoretical positions within the incentive motivation field are reviewed in order to present an integrated picture of past and present research. Special emphasis is placed on delineating social reinforcement variables in an attempt to explicate their relative importance within the context of social reinforcement theory; however,…

This paper aims at exploring how faculty research behaviour changes before, during, and after promotion. Testing research hypotheses generated from behavioral reinforcement theory and an alternative claim on the learning effect of familiarity with publishing norms, the study collects career history data and longitudinal records on faculty research…

The Experimental Manpower Laboratory for Corrections has conducted continuous experimental studies in offender rehabilitation since the lab was created in 1968. The opportunity to incorporate the findings and products from previous studies by developing a behavioral management model was provided in March 1973, when the lab began its Mount Meigs…

A learning task was used to examine the differences in responsiveness to symbolic and tangible incentives with 24 predelinquent and 25 nondelinquent 15-year-old boys. (Author/SBH)

Both the directions and the directions plus reinforcement groups increased subjects' time on the task during the experimental phases. When extrinsic reinforcement and directions were removed, they maintained intrinsically motivated behaviors at levels significantly above levels observed during the baseline phase and significantly higher than the…

This document reports the results of a 6-month investigation into the possibility of instituting operational incentive systems in schools. An experiment is suggested that would examine the effects of a wide range of monetary and nonmonetary rewards on students, teachers, administrators, and parents based on demonstrated gains in student…

Describes efforts in the banking industry to combine the reward elements of incentive programs with training activities. Concludes that incentive programs can be combined effectively with learning activities so that training is reinforced and learned behavior is also practiced. (WL)

The results of the study confirm the expectation that fewer enrollees who complete the pre-test orientation and work-sampling would withdraw from subsequent components of a Work Incentive Orientation and Assessment Program. The program's flexible structure allows time for individual attention to work adjustment problems as they occur. (Author)

Results of this study indicate that sample group of unskilled laborers were more productive working under a schedule of continuous reinforcement than under a varied schedule, despite higher average earnings during the latter program. (RW)

It was the purpose of this study to ascertain whether the culturally disadvantaged child, who appeared to adhere to the principle of immediate gratification, had learned, as a function of his participation in Head Start, a more future-related orientation when compared to his non-Head Start counterparts. One hundred and eighty-seven 4- and…

There is little incentive for teachers to become school administrators. The extra pay does not make up for the long hours and commitment expected of school leaders. School boards need to work to provide support and incentives to attract competent administrators. (MD)

In October, 1967, the staff of the Work Opportunity Center (WOC) in Minneapolis, Minnesota, began issuing coupons to students for attendance and achievement in classes. Each coupon is worth 10 cents when used toward noon lunches at the WOC cafeteria, dry cleaning services at WOC cleaners, or labor or services charges at the WOC auto service…