At 11:23 AM -0500 10/18/04, Rick Froman wrote:
I know that we have discussed the fact that studying over the course of a semester is not actually on a fixed interval (even with the phenomenon of cramming being so common) because that would mean that the first response of studying after the test would be reinforced. However, is it correct to say that attendance in class might be on a fixed interval schedule if test dates are fixed in the syllabus? The reason I ask is because attendance records in my Intro class show the usual scalloping patterns: high attendance right before a test with large dropoffs afterward with attendance increasing again right before and through the next test. This really seems counterinituitive from a rational or cognitive perspectve because I don't review for tests during class and so no particular class period has an advantage over any other in terms of preparation for the test. This clearly looks like a fixed interval pattern. Is this evidence that tests reinforce attendance behavior? On the other side of the coin, is it evidence that class periods in which tests are not given are not reinforcing? Possibly other more inherently interesting profs don't see such a pronounced scallop in attendance patterns.
This is always an interesting question, with no easy
answer.
It depends on the specific relationship between the behavior of
attending class and the various outcomes such as an increased
likelihood of an increase in grade.
One must also factor in the individual's reinforcement
history.
If in their experience attending classes increases the likelihood
of a higher grade then this will affect their behavior even if such a
contingency does not exist in this particular case.
Further, one must consider behavior systems relationships
(adjunctive behavior).
Often when you reinforce one behavior (studying in this case) one
also increases the likelihood of related response/reinforcer systems,
such as class attendance.
Bottom line: there is probably a fixed interval contingency
at work here, but (as usually the case in the real world) not as
simple as a laboratory demonstration.
--
* PAUL K.
BRANDON
[EMAIL PROTECTED] *
* Psychology Dept Minnesota State University *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 *
* http://www.mnsu.edu/dept/psych/welcome.html *
* Psychology Dept Minnesota State University *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 *
* http://www.mnsu.edu/dept/psych/welcome.html *
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