| pubmed-article:16795202 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C1510747 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C0542341 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C1704632 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C0871261 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C2911692 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C1706817 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C1521828 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C1701901 | lld:lifeskim |
| pubmed-article:16795202 | lifeskim:mentions | umls-concept:C1550724 | lld:lifeskim |
| pubmed-article:16795202 | pubmed:issue | 1 | lld:pubmed |
| pubmed-article:16795202 | pubmed:dateCreated | 2010-6-29 | lld:pubmed |
| pubmed-article:16795202 | pubmed:abstractText | The purpose of this study was to assess the effects of the contingency manager (teacher or pupil) on a pupil's academic response rate. The results of two such experiments disclosed that higher academic rates occurred when the pupil arranged the contingency requirements than when the teacher specified them. A third study manipulated only reinforcement magnitude to ascertain whether amount of reinforcement had interacted with pupil-specified contingencies to produce the increase in academic response rate. The latter findings revealed that the contingency manager, not reinforcement magnitude, accounted for this subject's gain in performance. | lld:pubmed |
| pubmed-article:16795202 | pubmed:language | eng | lld:pubmed |
| pubmed-article:16795202 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:16795202 | pubmed:status | PubMed-not-MEDLINE | lld:pubmed |
| pubmed-article:16795202 | pubmed:issn | 0021-8855 | lld:pubmed |
| pubmed-article:16795202 | pubmed:author | pubmed-author:LovittT CTC | lld:pubmed |
| pubmed-article:16795202 | pubmed:author | pubmed-author:CurtissK AKA | lld:pubmed |
| pubmed-article:16795202 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:16795202 | pubmed:volume | 2 | lld:pubmed |
| pubmed-article:16795202 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:16795202 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:16795202 | pubmed:pagination | 49-53 | lld:pubmed |
| pubmed-article:16795202 | pubmed:year | 1969 | lld:pubmed |
| pubmed-article:16795202 | pubmed:articleTitle | Academic response rate as a function of teacher- and self-imposed contingencies. | lld:pubmed |
| pubmed-article:16795202 | pubmed:affiliation | University of Washington. | lld:pubmed |
| pubmed-article:16795202 | pubmed:publicationType | Journal Article | lld:pubmed |
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