Student procrastination in one the most serious drawbacks of self-paced learning. Our study investigated the effectiveness of three types of course contingencies (contracting, doomsday, and doomsday with tokens) designed to reduce student procrastination in a personalized system of instruction (PSI) course. Students participants (N = 610). Student progress was fastest, p < .001, and course completion was most likely, p <.01, in the contracting condition, which was also the most costly in terms of administrative effort.
Performance-acquisition of relational discrimination of the greener member of pairs of hues from among four blue to green hues and from among four yellow to green hues was related to presence or absence of instructions to choose the greener member of a pair crossed with presence or absence of information about correctness of choice. The Ss were younger (X = 49 months, N = 32) and older (X = 63 months, N = 32) white middle-class boys and girls from among those then attending a private suburban nursery school. Through 48 trials under the four combinations of instructions and information, the relational discrimination was most complete or acquired fastest with instructions to choose the greener member, regardless of presence or absence of information. Relational discrimination was less complete or acquired less rapidly with information alone, and did not occur in the absence of instructions and information.
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