An adjusting fixed-ratio schedule of praise and immediate correctness feedback produced increases in a seventh-grade student's arithemic response rate. Percentage of time spent in attending behavior also increased collaterally. Removal of the treatment led to decreases in both arithmetic response rate and collateral attending behavior. Reinstatements of the procedure again produced increases in both types of behavior. It was suggested that the present procedure of directly modifying arithmetic response rate requires less time and effort than working indirectly through modifying attending behavior.
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