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ABSTRACT. This study examined the effects of an individual monetary incentive system with and without feedback to determine if feedback would supplement the effects of incentives. Participants were seven college students who performed a computerized task called SYNWORK.

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The effects of fluency training on the acquisition and retention of a composite skill were compared with those of training to accuracy only. Participants were 30 college students, and the task was a stimulus equivalence task, similar to the one used by Binder (1995) in earlier assessments. Participants learned associations between Hebrew symbols and nonsense syllables and between nonsense syllables and Arabic numerals. Immediately after training and every 2 or 4 weeks for 16 weeks, they were tested on a composite task that required both associations. Retention of the original component associations was also assessed after 4 months. With respect to the composite skill, fluency training resulted in: a) higher response rates immediately after training and across the 16 weeks; b) better accuracy 4 and 16 weeks after training; and c) less deterioration of accuracy after 16 weeks. Effects on the component skills were similar. The results document that for skilled adult learners, fluency training can aid the acquisition of a higher level skill and increase the retention of accuracy for both the component and composite skills.

Studies in three thematic lines of research have manipulated parameters of individual monetary incentive systems to determine whether those parameters were functionally related to performance. Studies have examined: (a) the size of the percentage of total pay and base pay earned in incentive pay; (b) various ratio schedules of monetary reinforcement; and (c) linear, accelerating, and decelerating piece rate Barbara R. Bucklin, PhD, is affiliated with Accelerated Multimedia Education, Irvine, CA. Alyce M. Dickinson, PhD, is affiliated with Western

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Time and time again, many organizations continue to implement training programs that fail to produce the behavioral outcomes they desire. As a result, such organizations likely blame the learner for the failure of the training program. The use of context-based learning is an essential feature of many successful adult learning curriculums. In this article, we uncover the genius of context-based learning-what it is and how to implement it in a structured approach.