Academic response rate as a function of teacher- and self-imposed contingencies.

Lovitt, T. C., & Curtiss, K. A. (1969). Academic response rate as a function of teacher- and self-imposed contingencies. Journal of Applied Behavior Analysis, 2, 49-53.

The purpose of this study was to assess the effects of the contingency manager (teacher or pupil) on a pupil's academic response rate. The results of two such experiments disclosed that higher academic rates occurred when the pupil arranged the contingency requirements than when the teacher specified them. A third study manipulated only reinforcement magnitude to ascertain whether amount of reinforcement had interacted with pupil-specified contingencies to produce the increase in academic response rate. The latter findings revealed that the contingency manager, not reinforcement magnitude, accounted for this subject's gain in performance.