Research studies on questioning techniques are reviewed, and a list of suggestions regarding the role of the teacher in the art of questioning concludes the article. Suggestions include: avoid using questions to introduce lessons; keep content-oriented questions specific; do not expect students to guess what you mean. (KC)

Subjects monitored either a target behavior or a competing response, namely, its nonoccurrence. Predicted interaction between style of monitoring and deficit or excess status of target behavior did not occur. Monitoring target behavior was the most effective tactic, producing lowest drop-out rate and greatest maintenance of self-monitoring.…

Personality and behavioral consequences of learned helplessness were monitored in children experiencing failure in school. The predictive quality of learned helplessness theory was compared with that of value expectancy theories. Low self-concept was predicted significantly by school failure, internal attributions for failure, and external…

Social context, reinforcement patterns, and cue salience are examined in field dependent and field independent learners to provide an overview of learner analysis research dealing with cognitive styles. Instructional designers are asked to investigate equivalent alternate forms of instruction for these two polar groups. Nine references are listed.…

Studies relating time (in four ranges--years, days, hours, and minutes) to educational outcomes are reviewed. The need to include time as one factor in a theory of educational productivity is discussed. (Author/JD)

Two experiments investigated the effects of a behavioral intervention on the self-injurious behaviors of two profoundly retarded and/or multiply handicapped girls (ages 15 and 16). Treatments resulted in near zero levels of self-injury in both cases. (Author/PHR)

A differential reinforcement of other behavior (DRO) procedure employed alone, and then in combination with restitution and positive practice, did not produce clinically significant changes in the rate of disrobing. Subsequently, the use of DRO plus restitution and negative practice reduced frequency of disrobing to either zero or one episode per…

The author asserts that students can get "hooked" on praise to the point that they limit their creativity and manipulate others in search of it. He notes that teachers too may use praise manipulatively. He suggests ways for kicking this habit, primarily through more objective reinforcement messages. Three educators respond. (SJL)

The reinforcers that are most potent in affecting the day-to-day satisfaction levels of married couples differ according to the level of distress. Marital distress is characterized by a tendency to react strongly to the delivery of punishers and to respond in kind. (Author)

Black males with a mean age of 5 years 7 months were randomly assigned to one of eight cells of a 2 X 2 X 2 factorial design. Results indicate that when the experimenter was White and female, absence of rewards inhibited preference for delayed rewards. Results support situational specificity of delay preference. (Author/BEF)

Having writers ask questions about their own papers promotes commitment to the revising and proofreading process. Students can ask teachers or peers the following: (1) What do you like about my paper? (2) What questions do you have about my paper? (3) What kinds of polishing does my paper need? (RL)

Results generally supported the contention that mentally retarded Ss will perform better under reinforcement conditions; they also suggested a factor other than generalized expectancy that must be considered in explaining the motor performance of mentally retarded individuals. (SBH)

Recreational reading was encouraged in a sixth-grade class through a "Famous People Auction Project." For each book read and reported on during the year, students accumulated play money, with which they could bid at an auction for mementoes the teacher had solicited from celebrities. (SJL)

The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. Suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful techniques. (Author)

The study investigated the effects of incentives for good performance on the selection and use of an efficient task strategy by 30 reading disabled and 30 normally reading second graders. (SBH)