CONTINGENCY MANAGEMENT IN AN INTRODUCTORY PSYCHOLOGY COURSE PRODUCES BETTER LEARNING1

Abstract

For the contingency management techniques first devised by Keller (1966, 1968) to become a widely accepted teaching method, it is necessary that they be shown (1) to be applicable to general subject matter and (2) to be superior to traditional lecture methods. The present study demonstrated (1) by successfully teaching the material from a standard psychology text. The superiority of contingency management was established by direct comparison of final examination scores from comparable groups taught the same subject matter by either Keller's method or traditional methods. Students taught by Keller's method also rated the course more favorably.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 153 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.