A Comparison of Escalating Versus Fixed Reinforcement Schedules on Undergraduate Quiz Taking

A Comparison of Escalating Versus Fixed Reinforcement Schedules on Undergraduate Quiz Taking Drug abstinence studies indicate that escalating reinforcement schedules maintain abstinence for longer periods than fixed reinforcement schedules. The current study evaluated whether escalating reinforcement schedules would maintain more quiz taking than fixed reinforcement schedules. During baseline and for the control group, bonus points were distributed on random days for attending class. Following baseline, students in the fixed reinforcement section received 5 bonus points for each quiz completed while students in the escalating reinforcement received 3 bonus points for the first quiz with an increase of 0 or 1 point for each consecutive quiz completed. Results indicated that the escalating reinforcement schedule maintained quiz taking significantly longer than the fixed reinforcement schedule. The control group took the fewest number of quizzes. Students with good attendance took significantly more quizzes under the escalating reinforcement schedule than students with good attendance exposed to the fixed reinforcement schedule or control condition. This study demonstrates a potential novel application for escalating reinforcement schedules. Results indicate that escalating reinforcement schedules may be successfully applied to academic settings, but more research is needed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Behavioral Education Springer Journals

A Comparison of Escalating Versus Fixed Reinforcement Schedules on Undergraduate Quiz Taking

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Publisher
Springer US
Copyright
Copyright © 2017 by Springer Science+Business Media New York
Subject
Psychology; Child and School Psychology; Learning and Instruction
ISSN
1053-0819
eISSN
1573-3513
D.O.I.
10.1007/s10864-017-9268-5
Publisher site
See Article on Publisher Site

Abstract

Drug abstinence studies indicate that escalating reinforcement schedules maintain abstinence for longer periods than fixed reinforcement schedules. The current study evaluated whether escalating reinforcement schedules would maintain more quiz taking than fixed reinforcement schedules. During baseline and for the control group, bonus points were distributed on random days for attending class. Following baseline, students in the fixed reinforcement section received 5 bonus points for each quiz completed while students in the escalating reinforcement received 3 bonus points for the first quiz with an increase of 0 or 1 point for each consecutive quiz completed. Results indicated that the escalating reinforcement schedule maintained quiz taking significantly longer than the fixed reinforcement schedule. The control group took the fewest number of quizzes. Students with good attendance took significantly more quizzes under the escalating reinforcement schedule than students with good attendance exposed to the fixed reinforcement schedule or control condition. This study demonstrates a potential novel application for escalating reinforcement schedules. Results indicate that escalating reinforcement schedules may be successfully applied to academic settings, but more research is needed.

Journal

Journal of Behavioral EducationSpringer Journals

Published: Apr 25, 2017

References

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