In 2 experiments, we examined whether the stimulus equivalence instructional paradigm could be used to teach relations among names, definitions, causes, and common treatments for disabilities using a selection-based intraverbal training format. Participants were pre- and posttested on vocal intraverbal relations and were trained using multiple-choice worksheets in which selection-based intraverbal relations were taught and feedback was delivered until mastery. Most participants in Experiment 1 showed the emergence of vocal intraverbal relations, but responding did not generalize to final written intraverbal tests. Participants in Experiment 2 showed the emergence of not only vocal intraverbal relations but also written intraverbal relations on final tests. Results suggest that the stimulus equivalence paradigm can be effectively implemented using a selection-based intraverbal training format, the protocol may be an effective means of emphasizing important concepts in a college course, and emergent skills may generalize to novel response topographies.

The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single-subject design methodology to graduate-level professionals through a Web-based course management system known as Blackboard (see http://www.blackboard.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Most participants demonstrated the emergence of untaught relations, and some participants showed generalization to novel vignettes and graphs. Relations largely were not maintained at follow-up but were retaught.

We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.Key words: higher education, homework assignments, point contingencyClassroom learning opportunities that arrange active engagement in course material and frequent feedback have been shown to enhance students' performance (e.g., Benjamin, 1991;Michael, 1991). Homework assignments are one example of such an opportunity. Recent research on the advantages of homework assignments has raised questions about their practical benefits (see Trautwein & Koller, 2003), largely due to procedural limitations associated with large-group experimental designs. An innovative study by Ryan and Hemmes (2005) was among the first procedurally rigorous studies to evaluate the effects of homework on students' performance in a college course. The authors evaluated the effects of a points versus no points contingency on the submission of homework assignments and quiz performance in an undergraduate psychology course and found that the mean percentage of homework assignments submitted and mean quiz scores were substantially higher in the points condition. The purpose of the present study was to replicate and extend the study reported by Ryan and Hemmes to the graduate school classroom. METHOD Participants, Settings, and MaterialsThirty-one graduate students (26 women and four men), pursuing master of science degrees in the Behavior Analysis and Therapy Department at Southern Illinois University, provided informed consent and initially participated in the study. All of the students were enrolled in a required course entitled ''Behavioral Assessment and Observation Methods.'' The course met for approximately 3 hr once per week for 15 weeks. The course focused on behavioral definitions, observational recording techniques, and issues of validity and reliability of measurement. The first author of this study served as the course instructor, and the second and third authors served as teaching assistants.We used two textbooks and a number of journal articles. Homework assignments and quizzes were based on the content of weekly assigned readings and were written by the authors. Homework assignments were each worth 10 points and included 5 to 10 questions that were either short-answer or essay questions. Each quiz was worth 15 points and included 4 to 10 questions that were either short-answer or essay questions. Points were assigned for each quiz and homework assignment question based on the complexity of the question. Points for homework questions ranged from 1 to 2 points apiece, and points for quiz questions ranged from 1 to 6 points

This project examined the prevalence of depressive symptoms in an African‐American female college student sample. Concordance rates between two of the most widely used psychometric instruments in clinical settings, the Minnesota Multiphasic Personality Inventory, revised edition (MMPI‐2; Hathway & McKinley, 1967) and the Beck Depression Inventory (BDI; Beck, Ward, Mendelson, Mack, & Erbaugh, 1961), were examined. Results revealed that the MMPI‐2 was a more conservative scale than the BDI in identifying depressive symptom levels. Both scales, however, identified 12% to 18% of the sample as experiencing severe symptoms. Results were interpreted in light of the stress model of depression. Participants who experienced many symptoms also had high levels of anxiety and passive coping styles. One significant covariate in this sample was mother's education level. Participants whose mothers had college experience had fewer depressive symptoms than their first‐generation college‐experience peers. Results were interpreted in light of the possible ways mothers inoculate their daughters from stressful environments because of their experiences and possible ways to use this process to assist first‐generation college students.

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