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Direct linkCates, Gary L.; Erkfritz, Karyn N. – Psychology in the Schools, 2007
The current study investigated the discreet task completion hypothesis presented by C. H. Skinner (2002) by investigating how the rate of interspersing affects performance on and preferences for academic assignments. Specifically, 70 sixth-, seventh-, and eighth-grade students were presented with four assignment pairs of multiplication problems.…
Descriptors: Multiplication, Assignments, Performance Based Assessment, Student Attitudes
Peer reviewedCates, Gary L.; Skinner, Christopher H. – Psychology in the Schools, 2000
Presents evidence extending previous research that determined high school students in remedial mathematics classes prefer homework that intersperses additional brief tasks in the assignment. Results show that high school students rated experimental homework assignments with 20% and 40% more target problems as more favorable for time, effort, and…
Descriptors: Academic Achievement, Assignments, High School Students, High Schools
Cates, Gary L.; Dalenberg, Abby E. – Journal of Behavioral Education, 2005
This study investigated the extent to which interspersing effects are consistent with the effects of reinforcement on predicting students' preferences for mathematics assignments. Students were exposed to 4 pairs of assignments. Each assignment pair contained a control assignment with 15 problems requiring multiplication of a three digit number by…
Descriptors: Assignments, Mathematics Instruction, Reinforcement, Multiplication
