References

Brigham, T. A., Finfrock, S. R., Breunig, M. K., & Bushell, D. (1972). The use of programmed materials in the analysis of academic contingencies. Journal of Applied Behavior Analysis, 5, 177-182.

Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24, 1-44.

Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.

Carnine, D. (1980). Relationships between stimulus variation and the formation of misconceptions. Journal of Educational Research, 74, 106-110.

Eisenberger R., & Cameron, J. (1996). The detrimental effects of reward: Myth or reality? American Psychologist, 51, 1153-1166.

Eisenberger, R., Pierce, W. D., & Cameron, J. (1999). Effects of reward on intrinsic motivation: Negative, neutral, and positive. Psychological Bulletin, 125, 677-691.

Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.

Fuller, P. R. (1949). Operant conditioning of a vegetative human organism. American Journal of Psychology, 62, 587-590.

Goetz, E. M., & Baer, D. M. (1973). Social control of form diversity and the emergence of new forms in children's blockbuilding. Journal of Applied Behavior Analysis, 6, 209-217.

Grant, L. (1986). Categorizing and concept learning. In H. W. Reese & L. J. Parrott (Eds.), Behavior science: Philosophical, methodological, and empirical advances (pp. 139-162). Hillsdale, NJ: Erlbaum.

Grant, L., & Evans, A. (1994). Principles of behavior analysis. New York: HarperCollins.

Grant L., McAvoy, R., & Keenan, J. B. (1982). Prompting and feedback variables in concept programming. Teaching of Psychology, 9, 173-177.

Grant, L. K. (2004). Teaching positive reinforcement on the Internet. Teaching of Psychology, 31, 69-71.

Grant, L. K. & Courtoreille, M. (2007). Comparison of fixed-item and response-sensitive versions of an online tutorial. The Psychological Record, 57, 265-272.

Harris, F. R., Johnston, M. K., Kelley, C. S., & Wolf, M. M. (1964). Effects of positive social reinforcement on regressed crawling of a nursery school child. Journal of Educational Psychology, 55, 35-41.

Hart, B. M., Reynolds, N. J., Baer, D. M., Brawley, E. R., & Harris, F. R. (1968). Effect of contingent and non-contingent social reinforcement on the cooperative play of a preschool child. Journal of Applied Behavior Analysis, 1, 73-76.

Hart, B. M., & Risley, T. R. (1968). Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children. Journal of Applied Behavior Analysis, 1, 109-120.

Hermann, J. A., de Montes, A. I., Dominguez, B., Montes, F., & Hopkins, B. L. (1973). Effects of bonuses for punctuality on the tardiness of industrial workers. Journal of Applied Behavior Analysis, 6, 563-570.

Higgins, S. T. & Morris, E. K. (1985). A comment on contemporary definitions of reinforcement as a behavioral process. The Psychological Record, 35, 81-88.

Homme, L. E., deBaca, P. C., Devine, J. V., Steinhorst, R., & Rickert, E. J. (1963). Use of the Premack principle in controlling the behavior of nursery school children. Journal of the Experimental Analysis of Behavior, 6, 544.

Hopkins, B. L. (1968). Effects of candy and social reinforcement, instructions, and reinforcement schedule learning on the modification and maintenance of smiling. Journal of Applied Behavior Analysis, 1, 121-129.

Ince, L. P. (1969). Escape and avoidance conditioning of responses in the plegic arm of stroke patients: A preliminary study. Psychonomic Science, 16, 49-50.

Jacobs, H. E., Bailey, J. S., & Crews, J. I. (1984). Development and analysis of a community-based resource recovery program. Journal of Applied Behavior Analysis, 17, 127-145.

Kohn, A. (1993). Punished by rewards. Boston: Houghton-Mifflin.

Luthans, F., Paul, R., & Taylor, L. (1985). The impact of contingent reinforcement on retail salespersons' performance behaviors: A replicated field experiment. Journal of Organizational Behavior Management, 7, 25-35.

Markle, S. M., & Tiemann, P. W. (1974). Some principles of instructional design at higher cognitive levels. In R. Ulrich, T. Stachnik, & J. Mabry (Eds.), Control of human behavior (Vol. 3, pp. 312-323). Glenview, IL: Scott, Foresman.

Martin, G., & Pear, J. (1992). Behavior modification: What it is and how to do it. Englewood Cliffs, NJ: Prentice-Hall.

Miller, L. K., & Weaver, H. (1976). A behavioral technology for producing concept formation in university students. Journal of Applied Behavior Analysis, 9, 289-300.

Sidman, M. (1989). Coercion and its Fallout. Boston, MA: Authors Cooperative.

Tennyson, R. D., & Cocchiarella, M. J. (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research, 56, 40-71.

Thomas, D. R., Becker, W. C., & Armstrong, M. (1968). Production and elimination of disruptive classroom behavior by systematically varying teacher's behavior. Journal of Applied Behavior Analysis, 1, 35-45.

Wilson, C. W., & Hopkins, B. L. (1973). The effects of contingent music on the intensity of noise in junior high home economics classes. Journal of Applied Behavior Analysis, 6, 269-275.