title: Academic response rate as a function of teacher- and self-imposed contingencies.
abstract: 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.
authors.affiliation: University of Washington.
authors.forename: T C
authors.initials: TC
authors.lastname: Lovitt
authors.forename: K A
authors.initials: KA
authors.lastname: Curtiss