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Article
Effects of Task Difficulty and Type of Contingency on Students' Allocation of Responding to Math Worksheets
Journal of Applied Behavior Analysis
  • Amanda L. Lannie, Philadelphia College of Osteopathic Medicine
  • Brian K Martens
Document Type
Article
Publication Date
1-1-2004
Abstract
This study investigated students' allocation of responding as a function of task difficulty and type of reinforcement contingency (i.e., accuracy based or time based). Four regular education fourth-grade students were presented with two identical stacks of easy and then difficult math worksheets using a reversal design. Regardless of condition, completing problems from each stack of worksheets was reinforced according to a different contingency; one required correct completion of math problems (accuracy based) and one required on-task behavior (time based). Results suggested that 3 of the 4 students preferred the accuracy-based contingency when given easy material and the time-based contingency when given difficult material. One student allocated more responding to the accuracy-based contingency when given easy problems but did not show a clear preference for either contingency with difficult problems. The implications of these findings for designing reinforcement-based programs for tasks of varying difficulty are discussed.
PubMed ID
15154215
Comments

This article was published in Journal of applied behavior analysis, Volume 37, Issue 1, Pages 53-65.

The published version is available at http://dx.doi.org/10.1901/jaba.2004.37-53.

Copyright © 2004.

Citation Information
Amanda L. Lannie and Brian K Martens. "Effects of Task Difficulty and Type of Contingency on Students' Allocation of Responding to Math Worksheets" Journal of Applied Behavior Analysis Vol. 37 Iss. 1 (2004) p. 53 - 65
Available at: http://works.bepress.com/amanda-lannie/6/