Based on an MA thesis (Ahammer) submitted to West Virginia University.

Tested the impact of leader punitive behavior on employee satisfaction in 457 hospital employees. Controlling for leader reward behavior, there was no direct positive effect of leader punitive behavior, and no moderating impact of role ambiguity. Discusses the importance of considering spuriousness in leader punitive behavior research. (WAS)

Examined how a spouse can help or hinder an individual who wants to stop smoking. An experienced helpfulness score was calculated from the responses of married subjects (N=46) in a smoking cessation program. Successful abstainers had partners who were more reinforcing and less punishing of the subjects' efforts. (JAC)

The effects of reinforcement contingencies on task performance of bisensory missing words were studied with two students (about nine years old): one learning disabled (LD) male with an auditory preference and one LD female with a visual preference. Reinforcement contingencies were found to control both students' performances. (Author/SEW)

The mean production rate for five moderately/severely mentally retarded students (9 to 18 years old) was higher when reinforcement was provided contingent to production than when it was provided contingent to ontask behavior. Data suggested that there may be inherent differences in the susceptibility of simple versus complex tasks to external…

The study evaluated a reinforcement program in which three mothers earned lottery tickets and won prizes for the progress made by their handicapped preschool children during home based intervention. (Author)

Three experiments analyze correspondence training as a chain of five events consisting of a promise, a series of behaviors leading from the promise to its nonverbal fulfillment (called "intermediate behavior"), a nonverbal behavior that fulfills the promise, a verbal report, and a nonverbal (or reported) behavior. Eight three- to…

Results supported the hypothesis that first graders whose self-verbalizations contained an instrument rationale (e.g., "If I wait, I'll get another cookie") would delay gratification longer than those whose self-verbalizations contained a moralistic rationale (e.g., "It is good to wait"). (MP)

Describes the use of computer games in the classroom as tools which foster logical reasoning, perserverance, goal setting, and attention to detail. Names and addresses of six magazines containing computer games information are included. (JJD)

Evaluates the effects of various maintenance-of-behavior activities as experienced by supervisors of an industrial organization. Includes lists of activities, conclusions, and recommendations. (Author/JOW)

Examined the effects of daily report cards designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work. Use of the procedure produced immediate significant changes in rates of both completion and accuracy. (Author)

A severely retarded adolescent boy who had not acquired oral expression skills was taught five manual signs to express a food preference. A multiple baseline design employed across behaviors demonstrated that instruction was effective for all five signs. (Author)

Presented children (N=96) aged 8-11 with verbal pain or nonpain stimuli contingent or noncontingent on a target response. Delivered stimuli within an aggressive or nonaggressive setting and with or without affect. Type of setting did not influence the behavior, but stimuli delivered in an affective manner did facilitate responding. (Author/RC)