ࡱ> {CCZh%` xbjbjNN ,,M3 DZTdZxb<Ovvvvvvv$bzh|Vv}v]fx2uuu8vuvuu _lV pel x<xCf }e }Xl }l 0" u )vvXxZZZĉZZZZZZ The Psychology 610 Course Booklet or How I Found Truth, Beauty, Justice, and Happiness at WMU Summer I 2009  Table of Contents  TOC \o "1-3" \u   PAGEREF _Toc167250635 \h 1 Assignment Guide  PAGEREF _Toc167250636 \h 4 Procedures Summer I 2009  PAGEREF _Toc167250637 \h 18 Prof.  PAGEREF _Toc167250638 \h 18 Phones and Emails  PAGEREF _Toc167250639 \h 18 Work-study students  PAGEREF _Toc167250640 \h 19 Your Buddy  PAGEREF _Toc167250641 \h 19 Seminar Schedule  PAGEREF _Toc167250642 \h 20 Using the Overhead Projector  PAGEREF _Toc167250643 \h 20 Malott, R. W., & Trojan, E. A. Principles of Behavior (Edition 5.0)  PAGEREF _Toc167250644 \h 21 The Assignment Guide  PAGEREF _Toc167250645 \h 21 Continuous Quality Improvement  PAGEREF _Toc167250646 \h 21 General Point System  PAGEREF _Toc167250647 \h 22 What does conscientious mean?  PAGEREF _Toc167250648 \h 22 Lecture/Quiz Strategy/Philosophy  PAGEREF _Toc167250649 \h 24 The Traditional Approach  PAGEREF _Toc167250650 \h 24 The Behavioral Approach  PAGEREF _Toc167250651 \h 24 The Traditional Approach  PAGEREF _Toc167250652 \h 24 The Behavioral Systems-Analysis Approach  PAGEREF _Toc167250653 \h 24 General Study Strategies  PAGEREF _Toc167250654 \h 25 Dropping the Course  PAGEREF _Toc167250655 \h 27 Return Your Homework and Lab Reports  PAGEREF _Toc167250656 \h 27 Cheating Means Sudden Death!!  PAGEREF _Toc167250657 \h 27 Cheating  PAGEREF _Toc167250658 \h 27 Plagiarizing  PAGEREF _Toc167250659 \h 27 Further Details About Academic Integrity  PAGEREF _Toc167250660 \h 27 Missed Classes  PAGEREF _Toc167250661 \h 28 Snow Days  PAGEREF _Toc167250662 \h 28 Special Get-Tough Policy On Absences  PAGEREF _Toc167250663 \h 28 Lateness  PAGEREF _Toc167250664 \h 29 Students  PAGEREF _Toc167250665 \h 29 Late Homework  PAGEREF _Toc167250666 \h 29 Letters of Recommendation  PAGEREF _Toc167250667 \h 29 Mickey Mouse Rules  PAGEREF _Toc167250668 \h 30 Adding Insult To Injury  PAGEREF _Toc167250669 \h 30 How to be way cool  PAGEREF _Toc167250670 \h 30 The Legend of Sheldon Stone  PAGEREF _Toc167250671 \h 30 The Legend of the Cool Coed  PAGEREF _Toc167250672 \h 30 On the Other Hand  PAGEREF _Toc167250673 \h 31 The One Pointer  PAGEREF _Toc167250674 \h 31 Bottom Line  PAGEREF _Toc167250675 \h 31 How To Avoid Being a Social Disaster  PAGEREF _Toc167250676 \h 32 Interpersonal Style and Skills  PAGEREF _Toc167250677 \h 32 Technical Skills  PAGEREF _Toc167250678 \h 33 Vita for Richard W. Malott  PAGEREF _Toc167250679 \h 33 Let the Good Times Roll!  PAGEREF _Toc167250680 \h 34  Assignment Guide DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 06/01/09 (M) Intro to Psy. 610Readings: Ch. 1-5 in Ill Stop Procrastinating When I Get Around to it Objectives for Chapters 1-5. Ill Stop Procrastinating When I Get Around to It *Jewish Mother Essay will be due on Monday!  You should purchase the Course Packet before class. Whats in it and where do I get it. Course Procedures. Details of the Course Materials (bring your course pack to class today and everyday hereafter). 610: ASO AND AES READING ASSIGNMENTS SHOULD CORRESPOND WITH YOUR CHAPTER ASSIGNMENTS, BUT IT IS YOUR RESPONSIBILITY TO CHECK WITH YOUR INSTRUCTOR FOR WHAT ASO AND AES READINGS WILL BE DUE Preview of assignments for the first week, or so. Special visit from the BATS manager Warning - most students tell us that they take at least four hours to prepare for a quiz. Plan ahead. Special Lecture. In Search of My Jewish Mother. You can watch the assignment CD (in your course pack) after you have seen this special lecture in class.  06/02/09 (T)Readings: Ch. 6-10 in Ill Stop Procrastinating When I Get Around to it Objectives for Ch. 6-10. Ill Stop Procrastinating When I Get Around to ItMalotts Mini Lecture on Need-reduction Theory and on Preparedness  DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 06/3/09 (W)Readings: Assignments & Course Procedures (in course procedures book) Preface & To the Memory of Donald Whaley (online at Chapter 1 The Reinforcer Chapter 1 in your Advanced Enrichment Section (AES) book Todays PB reading assignments are also available at the Principles of Behavior web site:  HYPERLINK "http://homepages.wmich.edu/~malott/Main/EPB/Downloads/index.htm" http://homepages.wmich.edu/~malott/Main/EPB/Downloads/index.htm Watch How to Use the Contingency-Diagramming Checklist Work show. This work show is located on your work show CD and is two parts, Ch 1 part 1 of the pink sheet and Ch. 2 part 2 of the pink sheet. Tip: GO through this workshow very carefully because you will be quizzed over the material.Quiz on Assignments and Course Procedures (study more or less the first 26 some pages of the course booklet, up through, Let the Good Times Roll.), Preface and To the Memory of Donald Whaley. Note: The quiz over the information listed above will be all on one quiz Quiz on Ch. 1. The Reinforcer (vocabulary and content) Quiz on How to Diagram Contingencies (Pink Sheet Part 1 & 2) Workshow. But dont worry, if you go through the slide show youll do fine. Study the chapter in Principles of Behavior for the quiz today. Use the flashcards in your course pack for Chapter 1 and get as fast as you can with them. That will help you on the quiz. To do well on the quiz you will need to be able to: Write out all the definitions perfectly, though not necessarily word for word. Answer all the study questions at the end of each section within the chapter. Fill out all the contingency diagrams for each story in the chapter. Fill out all the tables and other diagrams in the chapter.Advanced Enrichment Section and Advanced Study Objectives. Many chapters also have advanced enrichment and advanced study objectives associated with them. You will be responsible for oral exams and four written review quizzes (review quizzes for summer bootcamp only) over these materials for the relevant chapters. So please check the booklet with these materials when studying for each class. And there is a substantial reading in the Advanced Enrichment Section supplement for Chapter 1. Warning - most students tell us that they take at least four hours to prepare for the first few quizzes and classes. Plan ahead. Seminar Note: Always bring your red ball-point pen (red ink) to seminars. If you have one, you can make corrections in your homework as we go over it in class (before you turn it in at the end of the seminar). You get credit for your corrections. However, you lose credit if you try to complete homework you hadn't done or make the corrections in the same colored ink or pencil as the original. (We need the two colors so we can get a better idea of how well the homework is going.) The schedule is generally like this: Each day of the week (Monday-Friday), you will generally discuss the homework for the relevant chapters for that day. This will include presenting original examples to the class on transparencies. Dont worry, youll learn to like it. You will also have a quiz on each of two chapters from Principles of Behavior. To be prepared you will need to achieve fluency with the flashcards related to the chapters for that day. Sometimes we'll have a lecture during the Seminar, review and workshow quizzes, or some other deviation from the schedule, so keep an eye out. Well try to remind you, too.DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 06/4/09 (R) Readings: Ch. 2. Reinforcement Assignments: Homework for Ch. 2. Reinforcement Chapter 2 Advanced Study Objectives (ASO)  Quiz on Ch. 2. Reinforcement Warning: Quizzes also cover the enrichment sections. Warning: always be able to recreate tables! Begin stashing your completed homework in a safe place. At the end of the semester, you will need to bring all of your homework packets and turn them in at the Final Fiesta, in order to get credit for this course. 06/5/09 (F)Readings: Chapter 3. Escape Chapter 3 AES Assignments: Homework for Ch. 3. Escape Chapter 3 ASO Watch The Sick Social Cycle Victims Escape Model Work Show Quiz on Chapter 3. Escape Quiz on Sick Social Cycle Victims Escape Model Work Show Warning - you will need to fill in the actual behaviors in the contingency diagrams on the quiz. Self-management presentations. (Every Friday for the summer)DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 06/8/09 (M)Readings: Ch. 4 Punishment Assignments: Homework for Ch. 4. Punishment. Chapter 4 ASO Jewish Mother Assignment is due today. Watch The Sick Social Cycle Victims Punishment Model Work Show Quiz on Ch. 4. Punishment Quiz on Sick Social Cycle Victims Punishment Model Work Show  6/9/09 (T)Readings: Chapter 5 Penalty Chapter 5 AES Ch. 30 (optional for 610) Assignments: Homework for Ch. 5. Penalty. Chapter 5 ASOQuiz on Ch. 5. Penalty.  06/10/09 (W)Readings: Ch. 6 Extinction and Recovery Ch. 7 Differential Reinforcement and Differential Punishment Assignments: Homework for Ch. 6. Extinction After Reinforcement and Recovery After Punishment. Chapter 6 ASO Homework for Ch. 7. Differential Reinforcement and Differential Punishment Chapter 7 ASO Quiz on Ch. 6. Extinction and Recovery Quiz on Ch. 7. Differential Reinforcement and Differential Punishment.  Ch. 6. Warning: Always be able to recreate all charts, tables, and diagrams. TO BE MORE SPECIFIC - THERE ARE THREE TABLES IN THIS CHAPTER AND YOU WILL NEED TO MEMORIZE THEM! Ch. 7. Warning #1: 13 definitions in this chapter! Warning #2: You must know and understand all the details of the enrichment sections to get an A, and we want you to get an A. 06/11/09 (R)Readings: Ch. 8 Shaping Ch. 8 ASO Assignments: Homework for Ch. 8 Original exampleQuiz on Ch. 8. Shaping Ch. 8. Warning: You must know all the details of the procedures and results.  06/12/09 (F)Readings: Ch. 9 Unlearned Reinforcers and Aversive Conditions Chapter 9 AES Assignments: Homework for Ch. 9. Unlearned Reinforcers and Aversive Conditions. Chapter 9 ASO Review Quiz #1 This 20-question quiz contains some of the key definitions from Chapters 1-8. P610 Summer must know all the definitions from Chatper 1-8. For this quiz, if you get at least 19 then you will get one bonus quiz point. Quiz on Chapter 9 Unlearned Reinforcers and Aversive Conditions Ch. 9. Repeated warning: You must know and understand all the details of the enrichment sections, to get an A. You must be able to describe the experimental procedures in both the fundamentals and the enrichment sections. Reminder: To get an A, you must always know all the procedures, diagrams and tables, in both the fundamentals and the enrichment sections. Hint: P610 always read the Advanced Enrichment sections if you want an A on the quiz. P610 Summer Boot Camp only. Self-management presentations. (Every Friday for the summer).  06/13/09 (Saturday) 9:00am-12:00pm Pre-Practicum Training with Joey Norcross Session 1 of 2 (see Malott about location) DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 06/15/09 (M)Readings: Ch. 10 Special Motivating Operations Chapter 10 AES Assignments: No homework for Ch. 10.  Quiz on Ch. 10. Special Establishing Operations Written ASO Review Quiz #1. This quiz will cover the Advanced Study Objectives from Chapters 1-8. NOTE: Non-BATS students do not have to take the ASO quizzes. Hint: P610 and P360, not P100, always read the Advanced Enrichment sections if you want an A on the quiz.Ask Malott to discuss Non-Contingent Reinforcement and how it is used as a control procedure. This is covered in Chapter 11 but you may need some clarification of this difficult concept before you read the chapter. Ask Malott to discuss Symbolic Matching 6/16/09 (T)Readings: Ch. 11 Learned Reinforcers and Aversive Conditions Ch. 12 Discrimination Ch. 12 AES Assignments: Homework for Ch. 11. Learned Reinforcers and Aversive Conditions. Ch. 11, and 12 ASO Homework for Ch. 12. Discrimination. Quiz on Ch. 11. Learned Reinforcers and Aversive Conditions. Quiz on Ch. 12. Discrimination. Warning: Know the pairing diagrams if you want an A on the quiz today. Special Lecture. Autism. Special lecture evaluation 06/17/09 (W)Readings: Chapter 13 Complex Stimulus Control Ch 13 AES Assignments: Homework for Ch. 13. Complex Stimulus Control Ch 13 ASO Watch Stimulus Generalization Gradient Workshow Watch Stimulus Equivalence Workshow Quiz on Ch. 13. Complex Stimulus Control Quiz on Stimulus Generalization Gradient Workshow. Quiz on Stimulus Equivalence Workshow. Read Behavior Analysis and Linguistic Productivity By Richard MalottHint: When you read an example or an experiment, see how it relates to the heading for that section and the definitions in the section. That tells you what it's an example of and helps you on the quizzes. Also, always be able to describe the contingencies involved in each phase of each experiment Please Prompt Malott to explain symbolic matching, if he has not already done so. You will need to know this to understand AES 13 Question: Do we blow off the last sections of the enrichment section? Answer: No way! By the way, Ch. 13 Homework may be a little tough; sorry about that, we're trying to keep it under control. 06/18/09 (R)Readings: Chapter 14 Imitation Ch 14 AES Assignments: Homework for Ch. 14. Imitation Ch 14 ASO Quiz on Ch. 14. ImitationWarning: Always be able to recreate all charts, tables, and diagrams, or you know what you can kiss good bye. (This is more than just memorization - you must understand them!)  06/19/09 (F)Readings: Ch. 15 Avoidance Ch 15 AES Assignments: Homework for Ch. 15. Avoidance Ch 15 ASO Review Quiz #2: 20-question quiz. P610 summer must know all the definitions from Chapters 1-14. Score at least 19, and you get 2 bonus quiz points Quiz on Ch. 15. Avoidance P610 Self-management presentations. (Every Friday for the summer)  06/20/09 (Saturday) 9:00am-12:00pm Pre-Practicum Training with Joey Norcross Session 2 of 2 (see Malott about location)DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS6/22/09 (M)Readings: Ch. 16 Punishment by Prevention Ch 16 AES Assignments: Homework for Ch. 16. Punishment by Prevention Ch 16 ASOWritten ASO Review Quiz #2. This quiz will cover the Advanced Study Objectives from Chapters 1-14. Quiz on Ch. 16. Punishment by Prevention  06/23/09 (T)Readings: Ch. 17 Ratio Schedules Ch 17 AES Ch.18 Interval Schedules Ch 18 AES Assignments: Complete the special Ch. 17 homework Eight Basic Contingencies by Matt Miller. Ch 17 & 18 ASO Watch Discrete-trial and Free-operant Procedures Workshow (This workshow is online at  HYPERLINK "http://homepages.wmich.edu/~malott/ch17.html" http://homepages.wmich.edu/~malott/ch17.html) Quiz on Ch. 17. Ratio Schedules quiz. (This quiz covers PB Ch. 17, not Ch. 17s homework.) Quiz on Ch. 18. Interval Schedules Quiz on Discrete-trial and Free-operant Procedures Workshow. This workshow is online at  HYPERLINK "http://homepages.wmich.edu/~malott/ch17.html" http://homepages.wmich.edu/~malott/ch17.html Warning: Students tend to do well learning the definitions of the various schedules and the nature of responding the schedules generate, but when students get to the quiz they mix up the definitions for schedules in place of responding and vica versaso be sure to note the difference between schedules and responding in the names of the terms when studying the flashcards (P100, also take some extra time to learn the difference.) Hint #1: To get an A, you must read and recall all the sections of each chapter. Hint #2: To get an A, make sure you know what contingencies are being discussed in each story. Hint #3: To do well on todays quiz, understand that stimulus generalization explains why intermittent reinforcement makes behavior more resistant to extinction than does continuous reinforcement. And be able to explain how that works. Special live demonstration of cumulative recording (Ch.17). 06/24/09 (W)Readings: Ch. 19 Concurrent Contingencies Ch. 20 Behavioral Chains & Differential Reinforcement of Low Rate Assignments Homework for Ch. 19. Concurrent Contingencies. Homework for Ch. 20. Behavioral Chains & DRLQuiz on Ch. 19. Concurrent Contingencies. Quiz on Ch. 20. Stimulus-Response Chains and Rate Contingencies. Chapter 20: Warning - students tend to do poorly on this quiz. BE ABLE TO REPLICATE THE DIAGRAMS and the Pros and Cons table! Question: To get an A, I can ignore the last sections of each chapter? (True/False) SPECIAL LECTURE: Special 1 hour visit from the BATS Manager! Special live demonstration of cumulative recording (Ch. 19 & 20).DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 06/25/09 (R)Readings: Ch. 21 Respondent Conditioning Assignments: Homework for Ch. 21. Respondent Conditioning. Ch 21 ASO Quiz on Ch. 21. Respondent Conditioning. . 06/26/09 (F)Readings: Ch. 22 Rule-Governed Behavior: Concepts Ch 22 AES Assignments Homework for Ch. 22. Rule-Governed Behavior: Concepts Ch 22 ASO Quiz on Ch. 22. Analogs to Reinforcement by the Presentation of Reinforcers-I. Review Quiz #3: 20-question quiz. P610 summer must know all the definitions from Chapters 1-21. Score at least 19, and you get 3 bonus quiz points. P610 summer must know all the definitions from Chapters 1-21.610 Summer: Self Management Presentations 06/29/09 (M)Readings: Ch. 23 Rule-Governed Behavior: Applications Ch 23 AES Assignments: Homework for Ch. 23. Rule-Governed Behavior: Applications Quiz on Ch. 23. Analogs to Reinforcement by the Presentation of Reinforcers-II. P610 Boot Camp only: Written ASO Review Quiz #3. This quiz will cover the Advanced Study Objectives from Chapters 1-21. Warning - Be able to reproduce the contingency tree on the quiz. Special Lecture: Everything You Know about Impulsivity is Wrong Special lecture evaluation 06/30/09 (T)8:30-10:30: Croyden visit #1 Readings: Ch. 24 Rule-Governed Behavior: Theory Behavior Analysis and Linguistic Productivity Richard W. Malott Western Michigan University* Michael and Malotts Dialog on Linguistic Productivity Jack Michael and Richard W. Malott,Western Michigan University* *These readings are in your course pack Assignments: Homework for Ch. 24. Rule-Governed Behavior: Theory Ch 24 ASO Quiz on Ch. 24. Rule-Governed Behavior.  DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 07/1/09 (W) Readings: Ch. 25 Pay for Performance Assignments: Homework for Ch. 25. Pay for Performance Quiz on Ch. 25. Pay for Performance. Note: While most students find the material in Ch.26 (which todays slideshow includes) to be of great value, it is controversial and may be offensive to some students because it deals with a behavior analysis of some of the functions of religion and a behavior analysis of sexuality. If you would find such analyses offensive, you might want to earn and save 10 OAPs so you will not have to view the special lecture over this material today. Please let your TA know if you will use OAPs for the lecture portion of the seminar so s/he does not take off your participation points for todays lectureSpecial Lecture: Sex Show Special lecture evaluation  07/2/09 (R)8:30-10:30: Croyden visit # 2 Readings: Ch. 26 A and B (These readings are in your course pack) Assignments: No Homework for chapter 26 Ch 26 ASO Quiz on Ch. 26. Moral and Legal Control Know why moral and legal control often fail; may be separate reasons for each form of control. Hints: Be sure you know whose interests may be in conflict in scientific research. Know the virtues of secular humanism. Be sure to know all the definitions and the section questions to get an A. And another one: P610 and P360 only, not P100, be sure to read the Advanced Enrichment sections to do well on the quiz. Special Lecture: Moral & Legal Control Show. Special lecture evaluation Note: While most students find the material in Ch.26 to be of great value, it is controversial and may be offensive to some students because it deals with a behavior analysis of some of the functions of religion and a behavior analysis of sexuality. If you would find such analyses offensive, you might want to earn and save 40 OAPs so you will not have to take the 26 quiz or attend this class. Ask about an alternative assignment if you dont wish to use OAPs.  DATEASSIGNMENTS DUE: CHAPTER ESSAYSQUIZZESIMPORTANT REMINDERSSPECIAL LECTURES & OTHER EVENTS 07/3/09 (F)Readings: Ch. 27 Maintenance Ch 27 AES Assignments: Ch. 27 homework Ch 27 ASO (combined with 28, but do what you can) Quiz on Ch. 27. Maintenance. Review Quiz #4: 20 question quiz. P610-summer must know all the definitions from Chapters 1-28. Score at least 19 and you get 4 bonus quiz points. (Note that these are bonus points, not OAPs -- a better deal.) DANGER! Ch. 29 includes 12 extra review definitions along with 13 new definitions. Remember, you cannot replace this day with OAPs. We urge you to save all your flash cards from P610.Self Management Presentations You should take this review quiz seriously and do as well as you can, even if you already have a solid A. Why? Two reasons: First, studying for them will help you become an expert behavior analyst. This can raise your overall quiz percentage. And no matter how good your quiz percentage is it can always be better. But why does anyone care? Because your quiz percent and your ranking in this class, based on your quiz percentage, is a major factor in the letters of recommendation I will write for many of you when you apply for jobs and grad school.) 07/6/09 (M)Readings: Ch. 28 Transfer Ch 28 AES Assignments No homework for Ch. 28 Transfer Ch 28 ASO  Quiz on Ch. 28. Transfer. (Warning: If want an A on the quiz, then know the tables. P610 Boot Camp only: Written ASO Review Quiz #4. This quiz will cover the Advanced Study Objectives from Chapters 1-28. 07/07/09 (T)Readings: Ch. 29 Research Methods Assignments No Ch. 29 Homework.Quiz on Ch. 29. Research Methods. Bring your course evaluation from the course pack to complete in class today. All 610 Students who have not taken a rat lab should take it during the Fall Semester Ask Dr. Malott. Kelly is going to come talk to you about the various BATS systems. Q&A You will spend the next few days ranking the systems in order of preference.  Procedures Summer I 2009 Prof. Dr. Richard W. Malott Office: Wood Hall, 2026 Office Hours: by appointment Phones and Emails  Dr. Malott Dr. Malott's E-mail:  HYPERLINK "mailto:DickMalott@DickMalott.Com" DickMalott@DickMalott.Com (This is the best way to reach him and get a reply.) The best time and way to contact Dr. Malott is in the morning, by phone. If hes not there, leave a message on his voice mail; but dont depend on him (never trust anyone over 30); keep calling until you get him; thats the wisest policy. Cell: 269-372-1268 (Call any time, Monday through Friday, from 8:00 a.m. to 6:00 p.m.) Please don't call after 6:00 p.m. P610/Bootcamp Systems Manager Kelli Perry  HYPERLINK "mailto:kelli.l.perry@wmich.edu" kelli.l.perry@wmich.edu P360/100H Systems Manager Kelli Perry  HYPERLINK "mailto:kelli.l.perry@wmich.edu" kelli.l.perry@wmich.edu P460/671 System Manager Joe Shane  HYPERLINK "mailto:joseph.t.shane@wmich.edu" joseph.t.shane@wmich.edu Work-study students Are you an official WMU work-study student? Looking for interesting work related to behavior analysis? The Behavior Analysis Training System (BATS) needs you to help with the behind-the-scenes work developing and improving Psy 100 Honors, Psy 360, Psy 460, Psy 510, and Psy 597. Please contact Dr. Malotts doctoral apprentice immediately. Your Buddy What happens if you miss class and don't get some vital oral or written material handed out in class? No problem, you just call your reliable buddy whose name and phone number you've listed here and get the info. Your buddy being so reliable as to have picked up an extra copy of the handouts for you, especially because you had notified your buddy (and your TA) of your pending absence, you wont miss a thing. So get a students name and phone number. Name: ____________________________ Phone: ___________________________ E-mail: ___________________________ Seminar Schedule All Fall and Winter sections: T-Th 4:00-5:50. All Summer P360 Sections: M-Th 1:00-2:45. Boot Camp: M-F 3:00-6:00  P100H and 360: After the first class, you will be assigned to a seminar room in Dunbar. We'll post the new seminar-room assignments on the wall outside your original seminar room. Psy 100 (Summer, 1990) comments: "Discussing examples works." "It helps in understanding to hear other examples from students and find out if your example is correct." "Gives you a better chance to understand" "It was first experience for me. At first, I don't like this style; but now I changed my view." "Class discussions keep me awake." Emphasis on discussion was:  Psy 360 (Winter, 1990) "Some days Id walk to class thinking I don't feel like talking today. But once I got there I couldn't keep my mouth shut because it was always interesting! ``I feel like I have gained so much more with this structure; I wish all classes were like this. ``I learn more from discussion. Using the Overhead Projector During the seminar each day, you will be presenting your original examples (from the homework) to the class on the overhead projector. Usually, everyone presents good examples, but here are some tips to present your good examples well. q Read from the projector and not the screen so that you can face the class at all times and not the wall. q At the same time, do your best to not block the view of the sceen. q Don't talk to the TA, talk to the class. Texts Malott, R. W. Principles of Behavior (Edition 6.0) Psy 100 (Summer, 1990) comments [based on an earlier version]: "The examples in this book are interesting and helpful. Some characters in the book were very realistic and surprising that people (basically children) do such things like abusing themselves." "Stories took up time but kept one interested." "Very interesting to understand behavior." "It is interesting, but the chapters are too long and hard to keep the interest up. Frustration and restlessness take over." Psy 360 (Winter, 1990) comments: "Very helpful, since we've done work with rats." "It was easy to read." "The precise definitions in the boxes are great clarification." "Its fine." "I would like to see more reference to other ideas." "Its interest keeping and easy to read." "It lacks pictures and graphs." "Dialogue makes it easier to understand." "It was sometimes long winded, going around in circles." "Much better than any I've ever read." "I am not a strict behaviorist and so did not agree with some of what was said. Psy 360 (Fall 2000) comments: Entertaining. The book was humorous, which set it apart from all other course books Ive ever read. I looked forward to reading assignments. Fun! Psy 100 (Summer, 1990) comments: "The conceptual questions made me really think which was really good to make me think in such a way." "Examples given are followed, but then my examples are wrong in class." "Sometimes long and repetitive." "Makes you think." "Helpful." "Sometimes long and redundant." "Getting work sheets somehow makes it easier to do homework." "They really get you to apply the concepts to your life and make the material more understandable." Psy 360 (Winter, 1990) "Too long with homework." "They were long but definitely worth the effort." The Assignment Guide Continuous Quality Improvement As you can probably decipher, we are currently revising the textbook for this course. We value your opinion as to our effectiveness and success in making the material covered as understandable as possible. You will find a folder in your course packet with replacement sections and chapters. We ask that you read the replacement material rather than those sections in the textbook. If youd like to make comments on the revisions, you can earn OAPs (see page 21), and your thoughtful contributions will help to develop a better textbook for future students. And thank you, in advance. General Point System q 20 points each seminar class, for conscientious participation in seminar discussion. I will expect you to recite in each class, especially in answering conceptual questions, thoughtfully. This means you will need to show considerable evidence of having thought about the homework assignment. This also means that you should not be studying flashcards or writing on transparencies in class! This also means that you will have your origional examples put on transparency before you get to class. Your TA will do the Frazier Transparency Test: If you weren't able to show your transparency to the class, your TA will take a brief look at it for participation points.  q 10 points each rat lab for conscientiously working with your rat. You can earn a maximum of 50 points for each of 6 lab experiments, no matter how many lab sessions you need to complete the experiment, but you must turn in a satisfactory lab report in the lab class after you complete each of the 6 experiments, in order to get full credit (otherwise minus 5 points for each day late). So if you work conscientiously on an experiment and turn in your report the day after you've finished that experiment, you will get your full 50 points, whether it took you 3 days or 13 days to do that experiment. What does conscientious mean? q In the seminar: You must listen carefully to the presentations of the other students and be prepared to comment, so as to earn all 20 participation points. So studying for a quiz, finishing your homework, reading and writing letters, sleeping, and the like means, when you see your scores for that week, you'll find less than 20 points for the seminar class. On the other hand, feel free to improve your homework, as we clarify tough concepts throughout the seminar session. q In Rat Lab: Studying for your quiz rather than working with your rat would be a good way to lose the opportunity to get all your participation points. However, if you work conscientiously in the rat lab, you can earn full credit, even if your rat doesn't finish all 7 experiments. So one more criterion for conscientious work is that you get the rat to make clear, reliable lever presses (i.e., push that lever all the way down, not just effete brushes of the lever with the whiskers). q As you'll learn this semester, we'd diagram these contingencies like this:  EMBED StaticMetafile  But now back to happier issues: q 20 points for written answers to conceptual questions from How to Analyze Behavioral Contingencies. q 20 points for answers to the quiz on each chapter and each review quiz (If there are 10 questions on a quiz, that's 2 points per question. If there are 20 questions, that would be 1 point per question.) EMBED Excel.Chart.8 \s Psy 100 (Summer, 1990) comments about daily quizzes: "Keeps you on your toes." "Keep me on top." "Important for understanding." Psy 360 (Winter, 1990) "Allows for emphasis on understanding instead of just memorization." "I could never slack off, even if I wanted to. It made memorizing concepts and principles more rewarding." "Forces you to keep up." Grades for P610 Only How do you earn an A? To receive an A in the course you have to earn a 96% on quiz scores and a 92% in the three other areas: (1) seminar participation (2) conceptual homework (3) Advanced Study Objective Oral Quizzes (AES/ASO). 610 MatrixLowest % of Points in ANY of the Remaining AreasMin. % of Quiz Points92878277726762<6296ABABCBCDCDE92BABCBCDCDE87BCBCDCDE82CBCDCDE77CDCDE72DCDE67DE<67E Strange Grading Philosophy In the past, almost all students have worked hard and gotten nearly 100% of their points for lab, seminar participation, and homework. And with a fat cushion, from those easy areas, some students tended to slide a bit in the quiz area--before we set up this complex contingency, that is. But you need to be really sharp in all areas, if you're going to be a professional behavior analyst. Thats why you need to get at least 92% (or 96% for P610) on the quizzes and 92% in each of the other areas to earn the A. Now you may say, I don't plan to be a professional behavior analyst, I don't need an A, and I don't have the time it would take to master the concepts well enough to get 92%/96% on the quizzes. Thats fine. Youre almost guaranteed to earn a BA, which is well above the campus average; and youll have learned enough about behavior analysis that you can hold your head high. All you have to do is get at least 87% on the quizzes and 92% in each of the remaining areas (the easy areas). Few students have trouble doing the hard work it takes to earn at least a BA. On the other hand, if you do earn the A, you'll be in excellent shape for Psy 460 and the 500-level electives. In the past, very few students have goofed off so much that they might get as low as 72% on the quizzes; but they could pull their grade up to a B or even a BA with the fat cushion from all the easy areas. With the complex grade contingencies described in this table, that is no longer possible. The highest a student can get with 72% on the quizzes is a C. Furthermore, such a student can't goof off even further and let the percentages fall below 92% in the easy areas; or the course grade will fall even below a C. The goal of this most recent set of contingencies is to encourage the 72% quizzer to stop goofing off, work just a little harder and join the ranks of at least the 87% quizzers. But most of you will not be concerned with the issues described in this paragraph; because most of you will fall in the shaded area in the preceding table. We hope all of you will be there. I know this seems like a strange way to evaluate a student's mastery and assign a letter grade. Why not just add up all the points and assign a letter grade based on the total number of points, no matter which components of the class they come from? Again, that's the way we used to do it. But then some students would get an A based on their work in everything but quizzes and they wouldn't have really learned the most important part of the course, the concepts tested on the quizzes. My friend, Dr. Stephen Graf, puts it this way: Suppose you're training surgeons. And to perform a successful surgery, the student/surgeon must scrub down, put on the gloves, make a proper incision, properly remove the correct organ, avoid flipping cigarette ashes into the open wound, remove all surgical tools from inside the patient, sew up the incision, etc. Now suppose the student/surgeon did everything correctly except taking out the correct organ. So the student might say, I did 19 out of the 20 steps correctly; that's 95%. I want my A. The fact that I took out the heart instead of the hemorrhoids and the patient died shouldn't overshadow my 95% average. We take behavior analysis very seriously and don't want to graduate any student who doesn't know his or her ass from his or her heart. So for us to certify you as an A student, you've got to hit at least 92% in each category in this course. Lecture/Quiz Strategy/Philosophy The Traditional Approach Whenever we use traditional, you can bet we mean, old-fashioned, out-of-date, ineffective. So here's the traditional approach to education. O.K. students, read Chapter 11 so you can understand my lecture on it. Then in the next class I will give that lecture and clear up any misunderstandings. The class after that we'll have a quiz over Chapter 11. So what happens? Twenty percent of the students read Chapter 11. Eighty percent don't. Full of naive expectations, the professor gives the lecture and becomes disillusioned with today's generation of students who don't have the intellectual integrity to read the chapter in advance. The professor fails to understand it was always that way, even in the good old days. Furthermore, the students aren't able to get nearly as much out of the lecture and discussion of Chapter 11 as they would have, had they read it in advance. And not understanding all the lecture, they also don't do as well on the subsequent quiz, even though they do read Chapter 11 between the lecture and the quiz (usually a few hours before the quiz, just like the professor prepares the lecture only a few hours before the class -- we're all cut from that same procrastinating cloth). The Behavioral Approach Our Psy courses are just about the only courses on campus where the students have read Chapter 11 before the lecture/discussion. How do we accomplish that miracle of performance management? We give the quiz in the same class as the lecture. The result? The students study seriously for the quiz. They do well on the quiz. And they are ready for a discussion of any of the especially complex issues in Chapter 11. The Traditional Approach But what about those tough quiz questions the majority of the students are bombing? The traditional approach is the equivalent of victim blaming -- to say the victim of the problem is the cause of the problem is, for example, to say, if the students do poorly on a quiz question, it's their own fault. The traditional professors say this, even though the student/victims are paying those professors to teach them and even though the students often are not getting their money's worth. The Behavioral Systems-Analysis Approach q First we make sure the students conscientiously read Chapter 11 and then review it. We do this by having frequent quizzes over small amounts of material and by counting the quiz in a heavy and straightforward way toward the final grade. q Then we carefully analyze the student's performance on each quiz question, concentrating on the items many students miss. When we're sure the students have given it their best shot, we toss out the offending question for that semester. We don't blame the victim. And we don't use our quizzes as IQ tests; if the students have paid their tuition money and gotten admitted into our program, and if they are doing the work, then it's our responsibility to make sure we professors provide an adequate set of instructional materials and performance-management contingencies to guarantee the success of all our students. That's what the students pay us for. q Next we make a preliminary decision as to whether the poor performance resulted from an ambiguous quiz question. If, yes, we revise the question for next semester. q Or we make the preliminary decision that the poor performance resulted from unclear text material. If yes, we revise or supplement the text for next semester. In addition, we attempt to clarify the problem in the next lecture / discussion section. q Then we recycle through this circle of problem analysis, systems redesign, implementation, and evaluation until we've gotten it as good as we can. This is a systems approach because we don't blame the victim; instead, we blame the system and try to fix it so it will do a better job the next time. And in keeping with not blaming the victim; we try to ensure the student is not penalized by our less than perfect system. General Study Strategies Based on my own experience, and what students tell me, here's what I recommend: q Most students report spending at least a half hour per chapter with the flash cards -- depending on the number and complexity of definitions they need to memorize, it can range from just a few minutes to as much as a couple hours. Again, I think it will probably go faster, if you have a general understanding of the chapter before you start memorizing. (Of course, you could mix the two study modes, just for variety. Let me know what you do and how it works.) In any event, here's what amazes me: We first introduced the flashcards in the summer of 1992, and it's the single most powerful thing we've done to help the students improve their study grades. Most of the students are now knocking the top off the definition part of the quizzes. That wasn't so BF -- before flashcards. For P100 (Honors) only, however, we do not include the flashcards because most past P100 students reported they did not use them. But if you want a set, you can order them from the copy desk, just ask for Dr. Malotts Psy 360 flashcards. Our data are less solid on this one, but it seems to us the students are much better able to use the concepts and principles in applied and theoretical discussions and do much better on their homework now that we have the flashcards. Finally, what amazes me most is that the students really appreciate the flashcards. Most don't mind the memorization and they can see it really gives them an edge. How to use the flashcards - After questioning many students, both undergraduate and graduate, we have come up with a flashcard studying strategy that will increase your fluency in the least amount of time necessary to do so. Here it is. 1. Begin studying your flashcards after you have read through the chapter 2. Begin with the pile of flashcards all cut out. 3. Go through the pile one time. Read the front and back of each card. 4. Set the pile on your left. 5. Pick up the first card. 6. Look at the term 7. Try to say the definition without reading it on the back. 8. If you say it perfectly, put the card on your right. If not, put it in a new pile on the left. 9. Then do the same with the next card and so on. 10. When you finish the first pile, pick up the second pile on the left and go through it the same way. 11. Eventually all of the cards will be on your right. 12. When this happens, pick them up, shuffle them and go through them again the same way. Dont worry if some of the cards end up on your left side again, just repeat the whole process until all the cards end up on the right two times through the pile. q Before the seminar & quiz, reread the chapter. But this time carefully, reread anything that's not clear until you've figured it out or your brain is fried. If you get in too much trouble, call your buddy you will be assigned in the second or third class. As a student, I found I could breeze through the second time, much faster than the first, though I was being more careful the second time around. (Again, I think less than an hour.) But that was the easy part, now following this next recommendation is how the A students separate themselves from the others: q At the end of each section, within a chapter, you'll usually find a list of study questions; you can ignore them on your first time through. However, make sure you can answer them all during this second reading, because there will be no questions on the quiz that aren't among the study questions. q Here's what I think is a main differences between outstanding students and other students: When you ask students if they have any questions on the chapter or if there's anything they don't understand, outstanding students have a whole shopping list of questions. The average student has few, and the poor student has absolutely no questions. Therefore one step toward becoming an outstanding student is to critically monitor your understanding so you can put big question marks beside the unclear areas and then make sure you ask your questions. During the first part of each seminar, we always ask if you have questions. (Incidentally, getting answers to those questions is not as crucial to doing well on any given quiz as it might at first seem. But the answers help with the homework and your total mastery of the course concepts.) But that's the easy part. q Before the quiz, answer all study objectives. Danger: To get an A in this course, you must be able to answer ALL the questions at the end of the subsections within each chapter. And this is why many students end with a BA instead of an A. They don't memorize all the tables, diagrams, contingency diagrams, experimental and intervention procedures, etc. that are indicated in those study questions. Part of the problem is that we don't always ask about items on the quizzes, because we don't have time or room. So you may get a little too casual in memorizing those answers. But gradually you lose more and more points, until you lose your A. Please don't do that. Please make this final small amount of additional effort to secure the A you've so clearly earned with the large amount of initial effort you've invested in each assignment. Those quiz questions require no creativity. You should be able to answer all of them, straight from the book. (We require heavy creativity in another part of the course, but not the quizzes. We think it's usually unreasonable to ask students to be creative and original under the pressure of quizzes and exams.) q Finally we end the study sequence with the acid test, the goal of the course-- this is where you really learn Before the quiz, review the flash cards. After reading the chapter twice and studying it intensely, you should have an excellent grasp of the chapter. But you still need to put a little polish on those flashcards. EMBED Excel.Chart.8 \s Before the seminar, do the homework. Most of your homework is in the How to Analyze Behavioral Contingencies folder and a few are on the CD handed out in the first seminar. You'll look at and generate a variety of behavioral contingencies and related concepts. This is where all that rote work pays off in heavy-duty creativity. This is where you may do more original thinking than you've done in the rest of your college career. Students say they spend 1 to 2 hours on each of these homework assignments. Again, be sure you put a big question mark beside any examples you're not sure of. Then you can ask about them in class. (Incidentally, we think it's fine if you review your homework with your classmates, as long as it's after you've completed your homework. And we think it's fine for you to correct your homework, when a classmate points out an error and you understand that error, even if your classmate had to help you understand it. But it can be fatal, if you use the same examples or almost the same examples as your classmate.) EMBED Excel.Chart.8 \s Dropping the Course If you have financial aid and dropping this or other courses will put you below 12 credit hours during the fall or winter, then you should take time to talk with a financial aid advisor in the Faunce student center. Each student is evaluated on a case-by-case basis. Return Your Homework and Lab Reports To retain full credit for your homework and lab reports, please turn in all of them by the last rat lab of the term. This way we can look at it in more detail, as we evaluate the effectiveness of the book and the course. It will also give us ideas about materials to add. In addition, this way your answers wont fall into the hands of future students, in spite of your best security efforts. OK? Cheating Means Sudden Death!! If we catch you cheating or plagiarizing in this course, you will receive an E for the course, no matter how small or trivial was the cheating or plagiarizing. Cheating This includes, but is not limited to, copying from your neighbor, your notes, or whatever, during a test or quiz. This also involves talking during a test or quiz. Cheating also means copying someone elses homework and turning it in as your own. Please take note of the homework variety of cheating. No, we dont mind if you complete your homework and call a friend to see if your original example is right. But your friends original example better not look like yours the next day in class. Keep in mind, that the TAs meet before every class - they talk about their students homework and quizzes. So, just because your friend is in a different section, doesnt mean that cheating wouldnt be discovered.) Additionally, if you are knowingly involved in providing the occasion for someone else to do any of these forms of cheating, then you too are cheating and will also get the ax! Heres another form of cheating that we dont want to catch you doing: Don't try the sleazy red-pen cap on black pen trick when you're supposed to be editing your homework in class with a red pen. Well notice, and its cheating. Plagiarizing This means turning in written work that includes material taken from someone else, without using quote marks or otherwise giving proper credit to the true author. In other words, your presentation of someone elses material in a way that the material might be mistaken as your own. Further Details About Academic Integrity You are responsible for making yourself aware of and understanding the policies and procedures inthe Undergraduate (pp. 268-270) [Graduate (pp. 24-26)] Catalog that pertain to Academic Integrity. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test. Missed Classes If you miss a class, you dont get points for participation and you lose the opportunity to take that quiz. It doesnt work out for us to try to distinguish between excused and unexcused absences. So once the opportunity has passed, its gone. This means you should keep your point average comfortably above the 92% level in all categories; so you can blow off a class or two, if need be, without losing your A (assuming thats what youre shooting for). If you do miss a class, you can turn your homework in the next day, but you lose 5 points each weekday youre late. Youre responsible for having a reliable buddy who will take notes and pass them on to you, so you can find out the details of the next assignments. Rat lab absences count as missed classes. Optional Activity Points and Missed Classes You can substitute a maximum of 80 optional activity points for missed classes, quizzes not taken, and homework not turned in (or turned in late due to absence). Suppose you had heart surgery on a Tuesday. Youd lose 20 participation points and 20 quiz points -- down the tubes, gone for ever, no excuses, no whining, no mercy. But if you havent spent too many of your optional activity points, you could substitute 40 of them for the day you were in the hospital. Even if the day you missed had two quizzes, you could use 60 OAPs, 20 for class, and 20 for each quiz. But watch the Delightful Details calendar for assignments and quizzes that OAPs cannot replace (such as Review Quizzes and Ch. 29). The wise student saves those optional activity points until the very end of the semester, just in case the heart surgery requires two days instead of one. No heart surgery? Great, then you can take a day off sometime when you need a break; but you can't blow off the final review quiz, your final paper, or the Final Fiesta. 610: Talk to Dr. Malott about whether or not you will be able to use OAPs. Snow Days If the university is closed, well stay on schedule. For the next class date when the University opens, you will have the missed quizzes and turn in the homework during that next seminar. Youll also keep pace with the Delightful Details calendar of assigments without postponing the scheduled assignments. So for the seminar following a snow day, you will have the snow-day assignments and the regular, scheduled assignments listed in the Delightful Details Calendar. Special Get-Tough Policy On Absences Most students have no problem with the preceding absence policies. Instead, it helps them get their act together, so theyll do well in the class and earn an A. But there are always a half a handful of students who need even tighter contingencies than that, to get their act together. These are students whose behavior is not under the adequate control of rules describing small but cumulatively significant outcomes (well discuss this in class). In essence, they say to themselves, Just one more absence wont matter. And they're right, until they finally accumulate so many that they drift from an A to a BA to a B and on and on. They need rules that specify contingencies where one more absence will matter. They will have less trouble following such rules and thus will get a much better grade in the course. So heres our special get-tough policy: Every time you exceed three absences, you lower your final grade one half a letter grade! Heres the way it works. (In this example, we assume you would get an A, if you had no absences. But, of course, if you had several absences, you probably would already have lost too many points to get an A; so our penalty of a half a letter grade or so, would be beyond the lowering due to the point loss. Absences Grade 0 to 3 A 4 to 6 BA 7 to 9 B etc. etc. This policy helps most students avoid the hopeless hassle of coming around at the end of the semester, desperately, but vainly, pleading for some way to raise their final grade. Now theyll have that A in the bag, when the end of the semester rolls around. But even with this policy, a small number of students managed to get less than a BA. Always, this was because of absences or failing to turn in homework. Sometimes students have a time conflict, so that they want to come to class, take the quiz (depending on when its given), turn in their homework, and leave. Thats O.K.. They dont receive many or possibly any participation points, but this does not count as an absence that would contribute to the penalty contingency. On the other hand, if you register late and can prove it, the missed classes won't count toward your get-tough absences, but you must make up the missed quizzes and homework immediately and substitute some of your OAPs for the missed participation. Absence does not always make the heart grow fonder. The absence policy is designed to give students a little slack for when they get into trouble, mainly when they're ill. (Reminder: This get-tough policy has been successful in preventing most students from accidentally drifting into a low grade because of the small, cumulative effects of "just one more absence.") This get-tough policy applies no matter how many OAPs you have. You can't buy your way out of an absence with OAPS, as far as the get-tough policy is concerned, although you could get your attendance points with it. Lateness Students If you are late for class or leave class early, you will lose points for participation. For every 15 minutes youre late, you lose 5 additional participation points. Minutes late Maximum participation points 1 to 15 15/20 16 to 30 10/20 31 to 45 5/20 46 or more 0/20 (By the way, if youre doing other homework, writing letters, etc. in class, you wont get full participation points either.) Late Homework You lose 5 points per business day (business days are normally those days, Monday through Friday, when classes are scheduled and the university offices are open). Ouch! You can slide your homework under the BATS office door (Wood Hall 2536). Late means any time after the beginning of the class when its due. Dont try to finish your homework during class; well count that as cheating. If you know youre going to have to miss class, you can turn in your homework in advance. Clarification: You will see this reminder throughout this booklet: To retain full credit for your homework and lab reports, please turn in all of them at the final fiesta. That doesn't mean you've got until the Final Fiesta to complete your homework and lab reports. If you waited until then, you'd probably not get any credit! What that means is that you need to turn in all your homework and lab reports, completed or not, at the Final Fiesta, to retain the credit you've received for work you have completed. Letters of Recommendation Many students ask me to write letters of recommendation to help them get into graduate school or to get jobs. I'm happy to do that. I base my letter on your record in my courses, with a big emphasis on your quiz scores and your rank in class on those quiz scores. I also report on your performance on end-of-the-semester evaluations, homework, turning homework in on time, attendance, active participation in seminars, Final-Fiesta project and presentation, writing and speaking skills, social skills, and, if you were a Psy 360 Honors Student, I mention that. When possible, I consult your course teaching apprentice, as well. Other things, too, of course. Incidentally, it never hurts for you to remind me of any special accomplishments you've achieved, when asking for a letter. My goal is to help all of you acquire the repertoire that will allow me to write a strong letter for you and that will help you excel in graduate school or on the job. Mickey Mouse Rules Sorry for all the preceding nonsense. But weve found that if we get all these ugly little details straight, up front, then youll have an almost hassle-free term. Adding Insult To Injury So that youll learn the most, get the best grade, and have the most fun, and the least hassles in this course, its important that you understand and remember these Mickey Mouse rules. This means you should study them between now and the next class and be prepared for a brief written quiz over them. Psy 100 (Summer, 1990) comments: "A good class." "Comparable." "Interesting, too." Psy 360 (Winter, 1990) "By far I have come away from this class with at least ten times more Knowledge than any other class Ive taken at Western." "I learned so much in this class. I really enjoyed it." Psy 360 (Winter, 1990) "Very challenging." "My friend and I often felt psychologically exhausted after class but it was a great feeling." "I really did have to think a lot-- many concepts & ideas presented were hard to accept and understand the first time through." How to be way cool The Legend of Sheldon Stone One of the coolest cats (woops, excuse me), the coolest dudes I ever knew was Sheldon Stone. Years ago, I used to be real important; I used to teach our 1000-student introductory psychology course. And Sheldon was an undergrad teaching apprentice; the only thing lower in our course hierarchy was to be a tuition-paying student (the ones who pay our salary). Well, Sheldon was unhappy about some teaching-apprentice policy I had; so he took a group of the undergrads with him to the WMU ombudsman (an even more important person than I was, the person who settles squabbles between students and teachers). Now the ombudsmans an option the wise student saves for only the most extreme emergency, because no professor likes being called before the ombudsman; and the wise student knows better than to risk angering the professor; and theres no way the professor isnt going to be very angry with such a public challenge to authority. But heres how cool Sheldon was. He stated his case to me and the ombudsman in such a non-emotional, non-hysterical, non-threatening, non-challenging, respectful, sympathetic way that I caved in immediately, rather than getting my hackles up and drawing a line in the sand. Not only that, over the next few years, he rose through our hierarchy to be one of my undergrad teaching assistants ($), to be one of my MA students, to be one of my grad teaching assistants (more $), to be a professional organizational behavior-management consultant (much more $), and to be manager of the worlds largest retail store (mucho, mucho mas $), in Hawaii, of all paradisiacal places. Of course, that Sheldon started out as a 60-hour-per-week undergrad didnt hurt. (Yeah, I know, slackers say, 60 hours a week! Ugh, a book head! Who wants to be a book head!? What the slackers dont know is that its the 60-hour-per-week book heads who win the game. And there are a lot more of those students leading highly successful undergrad careers than the slackers can even imagine.) The Legend of the Cool Coed Third week of the semester. Im briskly walking down Dunbar hallway. A young woman comes up to me and asks, Alright, if I walk with you to discuss something? Sure. (Note how respectful: She asks permission to walk/talk, and shes not so presumptuous as to try to stop me from going to what ever very important-person meeting Im headed for [actually I was headed to the John].) She says, I find your Psy. 360 course really hard, and I dont think behaviorism is for me. Are all the courses in this department behavioral? And are there other colleges where the psych. departments arent behavioral? Well, shes broken my heart. Not only is she rejecting my course but also shes rejecting behaviorism, my treasure, my most cherished world view, my faith. Like I really believe in my slogan, Save the world with behavior analysis, even though I know its a bullshit fantasy. But heres the point: In rejecting me and all I stand for, shes so cool, so non-emotional, so non-hysterical, so non-threatening, so non-challenging, so polite, so respectful that Im so impressed with her I want to share this incident with you, that Im so impressed with her that I hope she gets the faith by the end of the semester and joins us in our struggle to save the world with behavior analysis, because its only with the help of cool people like her that well have a chance of even getting the world to know we exist. On the Other Hand A few years ago, we had a guy in Psy. 360 who was into so much eye-rolling, heavy-sighing, snotty-out-of-the-corner-of-his-mouth-remarks by way of displaying his displeasure with our course that the TA pulled him aside for a private self-development interview, where she explained that his behavior was very disruptive for the class and made it hard for her to do a good job teaching. He said he understood and would try to do better, but he felt like the TAs were a bunch of rats with Malott leading them along by a string. Now the poor TAs feelings were really hurt. Shed never been so insulted. But heres the point: She was sure the guy had no idea how aversive and inappropriate his comment was. He had no idea that his social insensitivity and his inability to stay away from those petty aggression reinforcers would so trash his life and career as to cost him at least $20K a year in salary, cause no one wants to be around someone whos that aversive (inter-observer reliability: in earlier courses his fellow students found his remarks so aversive that they were constantly asking him to shut up). Isnt that sad, regardless of the guys technical skills, his social skills are so poor that he really is doomed; no one will want him spreading karmic pollution in their environment. The One Pointer More common is the high-achieving student who is such a high achiever because she gets completely bent out of shape every time she loses a point on a quiz. The good side of this compulsive neurosis is that the fear of losing a single point in the game of life is what motivates high achievers to achieve so highly. One of the bad sides of this compulsive neurosis is that theyre constantly so up tight about point losses, that they have a hard time asking for a re-grade in the manner of Sheldon Stone and the Cool Coed, in a non-emotional, non-hysterical, non-threatening, non-challenging, respectful, sympathetic way, in a way that will make us want to interact with them more often, rather than less often. In emotionally going for that single, lost quiz point, they lose 10 life points, even if they do get the quiz point. Bottom Line The point is not to be a yes-person, lie-down-and-let-them-roll-over-me kiss ass. The point is to choose your battles carefully and then treat them not as battles but rather as opportunities for pleasant social discourse. The point is to carefully prepare what youre going to say and how youre going to say it, and mull it over for a day before engaging in the battle. And the point for those of us in authority (TAs, teachers, etc.) is to be so socially cool, on our side, that we dont get up tight and escalate confrontations, but rather we de-escalate them, helping everyone to chill, and then getting back to the aggressor a day or so after that person has had a chance to cool down, conducting a self-development interview, perhaps with further follow through, in an effort to salvage a soul who might otherwise lose many of lifes opportunities because of being socially clueless. Concerning "compulsive neuroses," I do observe that highly productive and successful people are irrationally fearful that they are going to fail in every endeavour they undertake, such as a course they might be taking or an exam they might be taking. And to somewhat reduce their fear or anxiety, they work their tails off, for example, starting to prepare for the exam as soon as the instructor announces it. As a result they get the top score in the class, though, ironically that does little to reduce their fear the next time a text is announced. Whereas, the cool, "mentally healthy" people, don't start studying until right before the exam, because they have a wonderfully positive self-image; but as a result they wait a little too late to really get enough studying done and do well to pass the exam,let alone ace it. How To Avoid Being a Social Disaster When I used to do organizational-behavior- management workshops for managers in business and industry, one of my most popular modules dealt with social skills. When introducing this module, Id say, Fifty percent of a persons success in an organization has to do with social skills and other skills that have little to do with the persons job description. If those managers ever disagreed, it was to say, No, 50% is an underestimate. Now heres something thats even weirder than this extreme importance of social skills: no one ever tells you how important those social skills are or what they are, let alone, how well the you are doing in that crucial area. So youre playing a game; no one tells you the rules; no one tells you the score; and you dont even know youre playing. All you know is eventually you get a raise, get promoted, or dont get fired. If you lose, if you dont get the raise or the promotion or if you do get fired, no one will tell you the real reasons about where you screwed up -- too much hassle. So many people go through life clueless about what determines their professional success. This course is much the same sort of organization as a business is. But in this course, well make a small attempt to correct the clueless problem. Were going to tell you some of the subtle things that will help you be a good member of this organization, how to succeed in this organization, how to get this organization to give you strong letters of recommendation for practica, assistantships, grad school, and jobs; and also how to contribute to this organization, in a positive manner. Now, if youre cool, youll use being in this organization as an opportunity to learn how to be successful in other organizations, like where you will be working when you graduate. Heres a general list of skills for succeeding in almost any organization, with comments about how they apply in this course. Interpersonal Style and Skills Give corrective feedback in appropriate situations (not in the presence of others). If youre unhappy about some feature of the course, discuss it with your TA or instructor privately before or after class. Never embarrass your TA or instructor by pointing out in front of the class some really stupid thing they did or some really dumb or unjust feature of the course. Your TA or instructor will just get up tight and defensive, dig in the heels, be even dumber or more unjust -- like anyone else would. Were just dealing with people here, and people are easily embarrassed and upset. Provide corrective feedback in a non-punitive style (i.e. specify appropriate desired behavior, dont be critical of person). Never say how stupid the teacher was to assign a quiz on Thanksgiving Day. Just ask if they realized that the fourth Thursday of November was T-day. Then tactfully point out the implications of that, if need be, but, in private, of course. Respond in a socially appropriate manner to positive or negative feedback (i.e. says thank you, without disagreement). If the TA or instructor marks something off on a quiz or homework, say thank you and then think about how you can use that feedback to do better next time. Better to lose a point on a quiz, even if you know youre right and the rest of the word is wrong, than to lose a friend, especially if that friend is your TA or teacher. Win the war, not the battle. React in a rational, as opposed to an emotional manner, when faced with problems. Control emotions effectively ( e.g. do not cry or yell) in frustrating situations (i.e.. under extinction or aversive conditions), in professional, school, and peer settings. Never, ever lose your cool. Smile. During good times and bad times. The grinners shall inherit the earth, not the meek. Be pleasant in interactions (i.e.. zero negative comments, well mannered). Be the kind of person your TA and your classmates want to be around. Speak in respectful ways -- with peers. Speak in respectful ways -- with TAs and professors. Respect and brown nosing aint the same thing. Be properly assertive in disagreeing with others, including other students, your TA and your professor. That means: Smile, be tactful, be private, be cool, be rational, be polite, be pleasant. But that does not mean you should be a yes person. That does not mean you have to agree with everything. But if you lost a point on a quiz, assume you were wrong, and smiling and respectfully ask for help in getting your error clarified, even if you know damned well the TA screwed up. If, after discussion, it looks to you like the TA really is wrong, then see if you can gently guide him or her to your way of seeing it. If you cant, then decide how important it is. If its one only one point and youre already way above your A, consider bagging it. Just chill out. But if its a bigger deal, politely and gently ask permission to discuss the issue with the professor, and so on. But always be cool and smiling and end each discussion with a sincere thank you. Actively listen when spoken to (i.e.. good eye contact) where appropriate. Do not dominate discussions at meetings and seminars ( i.e. speak during no more than your appropriate share of the class time). Carry your share of the discussion in meetings and seminars (dont just sit there listening). Appear appropriately receptive to others values and viewpoints. In this course, youre going to run up on some strange ideas, like maybe what youre reading now. Relax and check em out. Youll have plenty of time to reject them later, if you still find them too strange by the end of the course. Quality: produce a good product with good results. Timely (reliable): complete tasks by the deadline. Dont be absent. Dont be late. Technical Skills Use good speaking skills: grammar, clear descriptions, loudness, enunciation, confidence, articulateness, and fluency. Use good writing skills: grammar, spelling, and organization. Use good systems-analysis skills: Effectively detect, analyze and clearly specify problems within the system and then suggest and implement good solutions. Use high-quality behavior-analytic skills. Now, you get your act together along all these dimensions; and youll not only succeed in the organization, youll become president of the organization! So, were taking the time to go through all this for two reasons. One is to help you succeed in this organization (this class) and to succeed in future organizations (your job, your family, your church). The other is to help this class and future organizations succeed. One negative, whiny, eye-rolling, sighing, do we really have to do this?, under-breath this really sucks, constantly challenging student can bring a whole class down and make the whole semester a drag for the other students and the TA or teacher. 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But mama never told me. And well come down pretty heavy on preventing a whole course from getting messed over in that way -- now and in the future. I dont want anyone in my future classes, practica, or graduate school programs whos going to be a constant pain in the rear or screw up future courses, practica or grad programs. Wow! Heavy. Yes. But I just rolled my eyes a little. I didnt really mean anything by it. Right. But thats the stuff that makes and breaks an organization and makes and breaks you. Now dont panic. If you screw up, well let you know, but we try to practice our preaching; we start with just a little gentle feedback, a little gentle guidance. We want you to go away from the discussion feeling really happy that you got that info and eager to give the new, cool way a shot. There aint enough good students that we can afford to waste any of them. We just want to help you so you dont eye-roll yourself out of the opportunity to save the world with behavior analysis. And that world does need a savin. And you can do it. Opps, did I hear a little, under-breath, who-do-they-think-they-are sigh of exasperation? Hurumph. Vita for Richard W. Malott Dr. Richard Malott received his Ph.D. at Columbia University in New York City where he did research in the experimental analysis of behavior and studied with William Cumming, Nat Schoenfeld, and Fred Keller. For the last 30 years, he has taught at Western Michigan University, a major center for the teaching of behavior analysis. He has had two Fulbright Senior Scholar Awards, one to Peru and one to Uruguay. He is one of the founders of the Association for Behavior Analysis (ABA), the founder and co-chair of the Teaching Behavior Analysis Special Interest Group of ABA, chair of the Education Board of ABA, and a member of the editorial board of the Journal of Organizational Behavior Management. He has presented talks, workshops, and seminars in 13 countriesCanada, Newfoundland, Germany, Sweden, Mexico, Panama, Columbia, Peru, Brazil, Japan, Thailand, Hong Kong, and Italy. He has published 11 books and 98 articles and has made 160 presentations at professional meetings and 128 invited presentations in other settings. He just completed the fourth edition of the book Principles of behavior (earlier versions have been translated into Spanish and Japanese) and has just begun the book Ill Stop Procrastinating when I Get Around to It. He specializes in the theoretical analysis of behavior, applied behavior analysis, and behavioral systems analysis. He does research on instructional technology and performance management in university-level education, staff management, and self-management. He teaches courses at the undergraduate and graduate level on the principles of behavior and applied behavior analysis, as well as a practicum on the use of behavior analysis to help autistic children. Philosophically, Dr. Malott is a radical behavioristhe consistently tries to understand all psychological phenomena in terms of the principles and concepts of behavior analysis. Practically, he is a thoroughgoing behavioristhe consistently tries to apply the principles and concepts of behavior analysis to all aspects of his life, personal as well as professional. His interests in performance management in general and staff management and self-management in particular have grown from his orientation as a thoroughgoing behaviorist. An example of this work is the development of performance-management technology to help graduate students accomplish the difficult task of completing their masters theses and doctoral dissertationsa serious problem in both around the world. Dr. Malotts theoretical work attempts to explain the role of language and rule-governed behavior in performance-management contingencies where the outcomes are too delayed to directly reinforce or punish the behavior of interest and yet the rules describing those contingencies reliably control that behavior. This work also attempts to explain why some types of important contingencies fail to reliably control behavior. Let the Good Times Roll! We look forward to working with you this term, cause were all going to have a great time.  EMBED Excel.Chart.8 \s  Psy 100 (Summer, 1990) comments: "Ive enjoyed the course." "I really enjoyed the course." "Fun, but a lot of busy work." "More interesting than most." "it was really interesting." "Makes me think, but Id like to put in less time on reading and homework." "I liked it." "It is an original, unique way of learning. You use many behavioral concepts on us." "I would recommend it." "Shouldn't be called general psychology, though; its behavioral psychology." Psy 360 (Winter, 1990) "I loved it! Although I lost a lot of sleep by staying up and preparing for the next class, I really didnt mind. I have learned so much this semester-- and Im positive that Ive chosen the right major for me." "This was an excellent course overall, with a great text (nowhere near the dry material I have for other classes), a great instructor, and a good structural format." "I think its a great course. I would recommend it to anyone.  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M NM4% M3O7&&9Q "% of Students '43" :ddw )3O (/% M*3O&5Q423 M NM4444% 1J YMZ3O /&>Q @The high frequency of the regular quizzes (one per chapter) was?'44e?????@@@@@@@@@@@@@@@@@@@@eL@A@C@@@A@3@;@@@A@;@$@9@1@4@0@ @@@@$@@@ @"@(@e> /2   dMbP?_*+%"??U}  }@@ $?@@@@  $L@3@$@ @@  $A@;@9@@@  $C@@@1@@ @  $@@A@4@@"@ $A@;@0@$@(@ $?@@@@  $T@ @@@@  $N@*@3@@@  $R@&@@ @  $@U@@@@@ $@R@2@@@@ "266666"26666$%&'()*56789:; $$%$%?@@@@ & $&J@?@@ @@ ' $'B@C@0@@@ ( $(I@:@*@@@ ) $)J@=@*@@@ *$*E@?@(@ @@ 556~ 6 6 6 6 6 7 $7@*@E@7@3@ 8 $8*@4@0@9@9@ 9 $9@@F@>@.@ : $:@@;@@@@@ ;$;@(@8@@@=@ "266666"P6666FGHIJKLVWXYZ[\ FFG$G?@@@@ H $H3@7@9@ @9@ I $I(@<@@@(@0@ J $J@A@B@"@.@ K $K&@@@A@"@*@ L$L@B@8@2@.@ VVW$W?@@@@ X $X1@?@?@.@@ Y $Y*@>@<@*@.@ Z $Z"@@@C@ @*@ [ $[4@D@2@"@*@ \$\,@7@=@6@(@ "266666"26666fghijklvwxyz{| f fg$g?@@@@ h $h @1@;@3@=@ i $i @4@A@6@.@ j $j@1@>@1@>@ k $k&@*@=@2@=@ l$l @6@6@3@=@ vvw$w?@@@@ x $x;@;@1@*@1@ y $y,@4@B@1@,@ z $z3@9@C@@*@ { ${;@B@&@&@.@ |$|@@:@6@$@$@ "266666"26666PH 0(  >@|||7   dMbP?_*+%,)&CFigure 20: Results of Course EvaluationMRHP DeskJet 930C Series|݀f dںںRLdͫ"d,??U} U} q} }  6 @ @ @@@@&@'@(@-@2@3@5,@ P<80 ) (  v   <NMM? ] `;  "??3`  `  `  ` [  ` [I  `   `  Z@ 0B(  0~  0 <dE: @A? ] dE:P$; $<good <      0 BE: @A? ] E:L%; $<bad<    `Xf3d23 M NM4 3Q: F98 n=48Q ;Q ;Q3_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<43_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<43_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<43_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<4E4 3Q: F99 n=67Q ;Q ;Q3_ O  f G i*@za$E2fY_,I!)( >|Wide upward diagonal"B  ` MM<4E4 3Q: W00 n=53Q ;Q ;Q3_ O   f A i$@zam>_z6;+( Narrow horizontal"B  ` MM<4E4 3Q: F00 n=55Q ;Q ;Q3_ O  f K i.@za|ka@O+8k( |>Wide downward diagonal"B  ` MM<4E4 3Q: W01 n=51Q ;Q ;Q3_ O  fw % i@zafL4³@1( ww20%"B  ` MM<4E4D$% MP(3O&Q4$% MP(3O&Q4FA 3O} 3 b#M& !   f d @"B  `43*Y@4@$@N#M& ! M! M NM4% jM3O;(& Q "% of Students '43" :dd 3O (/% M*3O&5Q423 M NM4444% P MZ3O -(&Q @The high frequency of the regular quizzes (one per chapter) was?'44e?????@@@@@@@@@@@@@@@@@@@@eL@A@C@@@A@3@;@@@A@;@$@9@1@4@0@ @@@@$@@@ @"@(@e ~v ! <NMM? ]!`;  "??3`  `  ` 0  ` 0 !` 0 "` & 0`P 4H(  4 4 BI: @A?y Y]I:; $ <very valuable<!5    4 B@I: @A? y Y] @I:,; $ < not valuable<!2  Xf3dN,523 M NM4 3Q: F98 n=48Q ;Q ;Q3_ O  f  2 @"B  ` MM<4E4 3Q: F99 n=67Q ;Q ;Q3_4E4 3Q: W00 n=53Q ;Q ;Q3_4E4 3Q: F00 n=55Q ;Q ;Q3_4E4 3Q: W01 n=51Q ;Q ;Q3_4E4D$% MP(3O& Q4$% MP(3O&Q4FA0l 3O-k 3 b#M& !   f d @"B  `43*Y@4@#M& ! M! M NM4%  cM 3O;(&0Q  % of Students '43" :ddp 3Oo )0% M*3O&5Q423 M NM4444% pMZ3O&"Q ,The flashcards were?'44e?????@@@@@@@@@@@@@@@@@@@@eT@N@R@@U@@R@ @*@&@@2@@3@@@@@@@@@@ @@@e ~v " <NMM? ]"`@;  "@??3` m ` m ` m ` 2 #` 2 $`  %`` XH(  X  X BtL: @A? i] tL:06; $<good<%     X BL: @A? ] L:6; $<bad<%   `Xf3d;123 M NM4 3Q:& F98 n=48Q ;&&Q ;%%Q3_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<4E4 3Q:' F99 n=67Q ;''Q ;%%Q3_4E4 3Q:( W00 n=53Q ;((Q ;%%Q3_4E4 3Q:) F00 n=55Q ;))Q ;%%Q3_4E4 3Q:* W01 n=51Q ;**Q ;%%Q3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA0 3O3 3 b#M&$!   f d @"B  `43*Y@4@#M&$! M! M NM4% @jM3O;(&#Q  % of Students '43" :dd 3O (.% M*3O&5Q423 M NM4444% P pMZ3O&Q F!The duration of the quizzes were?'44e?????@@@@@@@@@@@@@@@@@@@@eJ@B@I@J@E@?@C@:@=@?@@0@*@*@(@ @@@@ @@@@@@e ~v $ <NMM?&]$`5;  "5??3`  `  `  ` m `  `  (`p@H(  @ @ B: @A?M ]:<; $ <very valuable<(5   @ B: @A? ?]:\<; $ < not valuable<(2  `̝3d:23 M NM4 3Q:H F98 n=48Q ;HHQ ;GGQ3_ O  f  2 @"B  ` MM<4E4 3Q:I F99 n=67Q ;IIQ ;GGQ3_4E4 3Q:J W00 n=53Q ;JJQ ;GGQ3_4E4 3Q:K F00 n=55Q ;KKQ ;GGQ3_4E4 3Q:L W01 n=51Q ;LLQ ;GGQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA#l 3O$j 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% jM3O;(&Q  % of Students '43" :dd 3O )5% M*3O&5Q423 M NM4444% VqMZ3O&Q 4The review quizzes were?'44e?????@@@@@@@@@@@@@@@@@@@@e3@(@@&@@7@<@A@@@B@9@@@B@A@8@ @(@"@"@2@9@0@.@*@.@e ~v % <NMM? &]%`p;;  "p;??3`  `  ` wR &` 0 '` / -` # 4 `(  `  ` BR: @A? ] R:A; $ <very valuable<'5    ` BDS: @A?* Z] DS:,B; $ < not valuable<'2  ~~  ` <S: @A?] S:B; $S<TStudents showed their examples on the contingency-diagram transparencies. This was<-S̝3d23 M NM4 3Q:X F98 n=48Q ;XXQ ;WWQ3_ O  f  2 @"B  ` MM<4E4 3Q:Y F99 n=67Q ;YYQ ;WWQ3_4E4 3Q:Z W00 n=53Q ;ZZQ ;WWQ3_4E4 3Q:[ F00 n=55Q ;[[Q ;WWQ3_4E4 3Q:\ W01 n=51Q ;\\Q ;WWQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA" 3O( 3 b#M&&!   f d @"B  `43*Y@4@#M&&! M! M NM4% cM 3Op>;(&4Q  % of Students '43" :dd * v3O & )4% M*3O&5Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e1@*@"@4@,@?@>@@@D@7@?@<@C@2@=@.@*@ @"@6@@.@*@*@(@e ~v & <NMM?'3]&`@A;  "@A??3`  `  ` m `  ` 2E )` f 6`dH(  d d BV: @A?p G]V:@H; $<good<6    d BW: @A? ]W:H; $< bad<6   ``3d23 M NM4 3Q:h F98 n=48Q ;hhQ ;ggQ3_ O  f  2 @"B  ` MM<4E4 3Q:i F99 n=67Q ;iiQ ;ggQ3_4E4 3Q:j W00 n=53Q ;jjQ ;ggQ3_4E4 3Q:k F00 n=55Q ;kkQ ;ggQ3_4E4 3Q:l W01 n=51Q ;llQ ;ggQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FALp 3OIn 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% jM3O;(&)Q  % of Students '43" :dd 3O *,% M*3O&5Q423 M NM4444%  MZ3Ot(&Q MThe amount of terms for which you were responsible on the review quizzes was?'44e?????@@@@@@@@@@@@@@@@@@@@e @ @@&@ @1@4@1@*@6@;@A@>@=@6@3@6@1@2@3@=@.@>@=@=@e ~v ' <NMM?' 3]'`G;  "G??3`  `  `  `  ` / .` f 7 T(  T  T BHZ: @A? A] HZ:N; $ <very valuable<75    T BZ: @A?a ] Z:lN; $ < not valuable<72  ~~  T <Z: @A?{] Z:N; $b<cWhat do you think of the grading policy in terms of helping students learn a lot from this course?<.b|~`3db'z23 M NM4 3Q:x F98 n=48Q ;xxQ ;wwQ3_ O  f  2 @"B  ` MM<4E4 3Q:y F99 n=67Q ;yyQ ;wwQ3_4E4 3Q:z W00 n=53Q ;zzQ ;wwQ3_4E4 3Q:{ F00 n=55Q ;{{Q ;wwQ3_4E4 3Q:| W01 n=50Q ;Q ;wwQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA4Mf 3O3It 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% IM3OC*&Q  % of Students '43" :dd ` 03O e )1% M*3O&5Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e;@,@3@;@;@4@9@B@1@B@C@&@*@1@@&@1@,@*@.@e ~v ( <NMM? ](`M;  "M??3`  *`  +` / ,` m /`  1`  2` %/ 3ZlB(  l~ l <\^: @A?w]\^:R; $T<UIn general, how many minutes did you spend studying the flashcards for each chapter?</Th~~ l <^: @AA?A?]^:S; $<0<1xx l 6^: @A?;?]^:T; $<1to20<2xx l 6L_: @A? ?]L_:DU; $<21to40<2!,xx l 6_: @A? b ?]_:tV; $<41-60<2~~ l <_: @AA?M e?]_:W; $<60+<1Xf3d!23 M NM4 3Q:7 F98 n=48Q ;77Q ;66Q3_ O  f  2 @"B  ` MM<4E4 3Q:8 F99 n=67Q ;88Q ;66Q3_4E4 3Q:9 W00 n=53Q ;99Q ;66Q3_4E4 3Q:: F00 n=55Q ;::Q ;66Q3_4E4 3Q:; W01 n=51Q ;;;Q ;66Q3_4E4D$% MP(3O&+Q4$% MP(3O&*Q4FA 0 3O|7 3 b#M&,!   f d @"B  `43*Y@4@#M&,! M! M NM4% cM 3O0;(&3Q  % of Students '43" :dd@ P3OC )3% M*3O&5Q423 M NM44444e 0 0 0 0 01to201to201to201to201to2021-4021-4021-4021-4021-4041-6041-6041-6041-6041-60>60>60>60>60>60e@*@@@@*@4@@@(@E@0@F@;@8@7@9@>@@@@@3@9@.@@@=@e   >@  7   dMbP?_*+%" ??sU>@7 Oh+'0HPdx  Dick Malott Wayne SagerMicrosoft Excel@6]@9;@4-՜.+,0 PXd lt|  Sheet1Sheet2Sheet3Chart2  WorksheetsCharts !FMicrosoft Office Excel ChartBiff8Excel.Chart.89qOh+'0HPdx  Dick Malott Wayne SagerMicrosoft Excel_1140953561-!FZZOle 1CompObj2iObjInfo4Workbook|^SummaryInformation(5DocumentSummaryInformation89,_1140953961!FZZAB \p Wayne Sager Ba=  =9X@"1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  "   ! `(Chart39:Sheet1KSheet2kSheet3C#CMy DocumentsP360MA graphs2.xlsSheet1Sheet2Sheet3YYY8jb(R  *                %  "+  3  @@  51to2041-6021-40>60C1. The high frequency of the regular quizzes (one per chapter) was?5. The Flashcards were?#2. The duration of the quizzes wereW6. In general, how many minutes did you spend studying the flashcards for each chapter?3. The review quizzes wereP4. The amount of terms for which you were responsible on the review quizzes was?F98 n=48F99 n=67W00 n=53F00 n=55W01 n=51V7. Students showed their examples on the contingency-diagram transparencies. This wase8. What do you think of the grading policy in terms of helping students learn a lot from this course?W01 n=50F90 n=34     MFAuto hp deskjet 940c series on !@h߀dBeRLdHBeںں\\WAYNE\hp deskjet 940c series,LocalOnly,DrvConvert"d??3`  8`  9` 0 :` 0 ;` 8l <` 8l =` H(      BTs @A? X]TsHt $ <very valuable<;E     Bs @A? 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M NM4%   M 3OK2&=Q  % of Students '43" :dd 3O )0% M*3O&5Q423 M NM4444% MZ3O&<Q ,The flashcards were?'44e??????@@@@@@@@@@@@@@@@@@@@@@@@eU@T@N@R@@U@@R@@ @*@&@@2@@@3@@@@@@@@@@@@ @@@e>    dMbP?_*+%"??lU}  ~@@ $?@@@@  $L@3@$@ @@  $A@;@9@@@  $C@@@1@@ @  $@@A@4@@"@ $A@;@0@$@(@ $?@@@@ $U@@@@@  $T@ @@@@  $N@*@3@@@  $R@&@@ @  $@U@@@@@ $@R@2@@@@"&"266666"266666%&'()*+6789:;< %%&$&?@@@@ ' $'J@?@@ @@ ( $(B@C@0@@@ ) $)I@:@*@@@ * $*J@=@*@@@ +$+E@?@(@ @@ 667~ 7 7 7 7 7 8 $8@*@E@7@3@ 9 $9*@4@0@9@9@ : $:@@F@>@.@ ; $;@@;@@@@@ <$<@(@8@@@=@ "266666"P6666GHIJKLMWXYZ[\] GGH$H?@@@@ I $I3@7@9@ @9@ J $J(@<@@@(@0@ K $K@A@B@"@.@ L $L&@@@A@"@*@ M$M@B@8@2@.@ WWX$X?@@@@ Y $Y1@?@?@.@@ Z $Z*@>@<@*@.@ [ $["@@@C@ @*@ \ $\4@D@2@"@*@ ]$],@7@=@6@(@ "266666"26666ghijklmwxyz{|} g gh$h?@@@@ i $i @1@;@3@=@ j $j @4@A@6@.@ k $k@1@>@1@>@ l $l&@*@=@2@=@ m$m @6@6@3@=@ wwx$x?@@@@ y $y;@;@1@*@1@ z $z,@4@B@1@,@ { ${3@9@C@@*@ | $|;@B@&@&@.@ }$}@@:@6@$@$@ "266666"26666PH 0(  >@7   dMbP?_*+%,)&CFigure 20: Results of Course EvaluationMRHP DeskJet 930C Series|݀f dںںRLdͫ"d,??U} U} q} }  6 @ @ @@@@&@'@(@-@2@3@5,@ P<80 ) (  v   <NMM? ] `!t  "!??3`  `  `  ` [  ` [I  `   `  Z@ 0B(  0~  0 <Es @A? ] Es8%t $<good <      0 BEs @A? ] Es4&t $<bad<    `Xf3d23 M NM4 3Q: F98 n=48Q ;Q ;Q3_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<43_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<43_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<43_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<4E4 3Q: F99 n=67Q ;Q ;Q3_ O  f G i*@za$E2fY_,I!)( >|Wide upward diagonal"B  ` MM<4E4 3Q: W00 n=53Q ;Q ;Q3_ O   f A i$@zam>_z6;+( Narrow horizontal"B  ` MM<4E4 3Q: F00 n=55Q ;Q ;Q3_ O  f K i.@za|ka@O+8k( |>Wide downward diagonal"B  ` MM<4E4 3Q: W01 n=51Q ;Q ;Q3_ O  fw % i@zafL4³@1( ww20%"B  ` MM<4E4D$% MP(3O&Q4$% MP(3O&Q4FA 3O} 3 b#M& !   f d @"B  `43*Y@4@$@N#M& ! M! M NM4% jM3O;(& Q "% of Students '43" :dd 3O (/% M*3O&5Q423 M NM4444% P MZ3O -(&Q @The high frequency of the regular quizzes (one per chapter) was?'44e?????@@@@@@@@@@@@@@@@@@@@eL@A@C@@@A@3@;@@@A@;@$@9@1@4@0@ @@@@$@@@ @"@(@e ~v ! <NMM? ]!`<t  "<??3`  `  ` 0  ` 0 !` 0 "` & 0`P 4H(  4 4 B$Is @A?y Y]$Is\t $ <very valuable<!5    4 B`Is @A? y Y] `Ist $ < not valuable<!2  Xf3dN,523 M NM4 3Q: F90 n=34Q ;Q ;Q3_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<4E4 3Q: F98 n=48Q ;Q ;Q3_ O  f G i*@za$E2fY_,I!)( >|Wide upward diagonal"B  ` MM<4E4 3Q: F99 n=67Q ;Q ;Q3_ O   f 9 i@za=mRg9wJu( Solid diamond"B  ` MM<4E4 3Q: W00 n=53Q ;Q ;Q3_ O   f A i$@zam>_z6;+( Narrow horizontal"B  ` MM<4E4 3Q: F00 n=55Q ;Q ;Q3_ O  f ; i@zayuIӘq( r?'NLarge confetti"B  ` MM<4E4 3Q: W01 n=51Q ;Q ;Q3_ O  f K i.@za|ka@O+8k( |>Wide downward diagonal"B  ` MM<4E4D$% MP(3O& Q4$% MP(3O&Q4FA0l 3O-k 3 b#M& !   f d @"B  `43*Y@4@#M& ! M! M NM4%  cM 3O;(&0Q  % of Students '43" :ddp 3Oo )0% M*3O&5Q423 M NM4444% pMZ3O&"Q ,The flashcards were?'44e??????@@@@@@@@@@@@@@@@@@@@@@@@eU@T@N@R@@U@@R@@ @*@&@@2@@@3@@@@@@@@@@@@ @@@e ~v " <NMM? ]"`;(&4Q  % of Students '43" :dd * v3O & )4% M*3O&5Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e1@*@"@4@,@?@>@@@D@7@?@<@C@2@=@.@*@ @"@6@@.@*@*@(@e ~v & <NMM?'3]&`Jt  "J??3`  `  ` m `  ` 2E )` f 6`dH(  d d BDWs @A?p G]DWsQt $<good<6    d BWs @A? ]Ws$Rt $< bad<6   ``3d23 M NM4 3Q:i F98 n=48Q ;iiQ ;hhQ3_ O  f  2 @"B  ` MM<4E4 3Q:j F99 n=67Q ;jjQ ;hhQ3_4E4 3Q:k W00 n=53Q ;kkQ ;hhQ3_4E4 3Q:l F00 n=55Q ;llQ ;hhQ3_4E4 3Q:m W01 n=51Q ;mmQ ;hhQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FALp 3OIn 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% jM3O;(&)Q  % of Students '43" :dd 3O *,% M*3O&5Q423 M NM4444%  MZ3Ot(&Q MThe amount of terms for which you were responsible on the review quizzes was?'44e?????@@@@@@@@@@@@@@@@@@@@e @ @@&@ @1@4@1@*@6@;@A@>@=@6@3@6@1@2@3@=@.@>@=@=@e ~v ' <NMM?' 3]'`8Qt  "8Q??3`  `  `  `  ` / .` f 7 T(  T  T BZs @A? A] ZsWt $ <very valuable<75    T B[s @A?a ] [sWt $ < not valuable<72  ~~  T <d[s @A?{] d[sPXt $b<cWhat do you think of the grading policy in terms of helping students learn a lot from this course?<.b|~`3db'z23 M NM4 3Q:y F98 n=48Q ;yyQ ;xxQ3_ O  f  2 @"B  ` MM<4E4 3Q:z F99 n=67Q ;zzQ ;xxQ3_4E4 3Q:{ W00 n=53Q ;{{Q ;xxQ3_4E4 3Q:| F00 n=55Q ;||Q ;xxQ3_4E4 3Q:} W01 n=50Q ;Q ;xxQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA4Mf 3O3It 3 b#M&!   f d @"B  `43*Y@4@#M&! M! 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M NM4% >cM 3O#;(&5Q  % of Students'43" :dd 3O ):% M*3O&8Q423 M NM4444% o MZ3O(&!Q ?How many hours did you study daily (not including class time)?'44e4hrs4hrs4hrs4hrs4hrs5hrs5hrs5hrs5hrs5hrs6hrs6hrs6hrs6hrs6hrs7hrs7hrs7hrs7hrs7hrs8hrs8hrs8hrs8hrs8hrseP@@Q@I@@P@T@;@5@2@9@$@@@0@@@@?"@@@@@@e ~v " <NMM? ]"`+t  "+??3` m ` m ` 2 "`  %`  2` ` 3` X(  X X BIs @A? b]Is0)t $<good<%    X BIs @A? ]Is)t $<bad<%   ~~  X <DJs @A?] DJsP2t $Z<[How would you rate the performance of the teaching apprentices who did the course grading?<2 Zt`Xf3dA[@23 M NM4 3Q:& F98 n=48Q ;&&Q ;%%Q3_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<4E4 3Q:' F99 n=67Q ;''Q ;%%Q3_4E4 3Q:( W00 n=53Q ;((Q ;%%Q3_4E4 3Q:) F00 n=55Q ;))Q ;%%Q3_4E4 3Q:* W01 n=51Q ;**Q ;%%Q3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA 3O  3 b#M&"!   f d @"B  `43*Y@4@#M&"! M! M NM4% jM3O;(&3Q  % of Students '43" :dd 3O )7% M*3O&8Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@eM@D@F@P@@R@@@6@7@2@7@@;@.@@@"@@@@?&@@@e ~v # <NMM? ]#`(t  "(??3`  `  ` w3 #` w3 $` 0 &` m 0` m 1p \(  \  \ BlMs @A? } G]] lMs7t $< paid too little<&7     \ BMs @A?] Ms8t $^<_Is the cost of the book and course packet too much for what you learn (3 would be just right)?<0^P[x  \ B Ns @A?<} B]]  Nst8t $ <paid too much<1;  Xf3d23 M NM4 3Q:7 F98 n=48Q ;77Q ;66Q3_ O  f  2 @"B  ` MM<4E4 3Q:8 F99 n=67Q ;88Q ;66Q3_4E4 3Q:9 W00 n=53Q ;99Q ;66Q3_4E4 3Q:: F00 n=55Q ;::Q ;66Q3_4E4 3Q:; W01 n=51Q ;;;Q ;66Q3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA P 3O T 3 b#M&$!   f d @"B  `43*Y@4@#M&$! M! M NM4% cM3O;(&#Q  % of Students '43" :dd p3O& )4% M*3O&8Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@eC@F@:@*@9@;@9@A@@@D@?@<@A@I@@@@@@@@@@e ~v $ <NMM?&]$`,7t  ",7??3`  `  ` m `  `  *` & 7 @(  @ @ BDQs @A?L 3]DQs<>t $<worked too much <*J    @ BQs @A?l ]Qs>t $<didn't work enough<*M   ~~  @ <Qs @A?] Qs>t $Z<[Is the amount of work for this course too much for what you learn (3 would be just right)?<Z4`̝3d!23 M NM4 3Q:H F98 n=48Q ;HHQ ;GGQ3_ O  fw % i@zaxQFoJl/I( ""75%"B  ` MM<4E4 3Q:I F99 n=67Q ;IIQ ;GGQ3_ O  f K i.@zaSuퟣN\( wDashed upward diagonal"B  ` MM<4E4 3Q:J W00 n=53Q ;JJQ ;GGQ3_ O  f K i.@za|ka@O+8k( |>Wide downward diagonal"B  ` MM<4E4 3Q:K F00 n=55Q ;KKQ ;GGQ3_ O  f = i @zaM-*chHH( Dark horizontal"B  ` MM<4E4 3Q:L W01 n=51Q ;LLQ ;GGQ3_ O   f - i@za.[]- ='>( ffTrellis"B  ` MM<4E4D$% MP(3O&Q4$% MP(3O&Q4FA"m 3O m 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% jM3O;(&7Q  % of Students'43" :dd 3O )8% M*3O&8Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e7@0@4@*@6@7@D@E@C@@@J@E@A@G@C@@?@@@@e ~v % <NMM? &]%`Dt  "D??3`  `  ` w= '` wR (` 0 )` m / `(  `  ` BUs @A? n] Us@Ht $<good<)     ` BhUs @A? ] hUsHt $<bad<)     ` BUs @A?g] UsHt $X<YAs a way of looking at human behavior, what's your evaluation of rule-governed behavior?</Xf̝3d23 M NM4 3Q:X F98 n=48Q ;XXQ ;WWQ3_ O  f  2 @"B  ` MM<4E4 3Q:Y F99 n=67Q ;YYQ ;WWQ3_4E4 3Q:Z W00 n=53Q ;ZZQ ;WWQ3_4E4 3Q:[ F00 n=55Q ;[[Q ;WWQ3_4E4 3Q:\ W01 n=51Q ;\\Q ;WWQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA8 3O8 3 b#M&(!   f d @"B  `43*Y@4@#M&(! M! M NM4% 'cM 3Ozk;(&'Q  % of Students '43" :dd 3O )6% M*3O&8Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@eE@A@>@I@K@=@>@E@B@B@5@?@:@&@@@@@@@@e ~v & <NMM?'3]&`Gt  "G??3`  `  ` m `  `  +` )*/ 4`dH(  d d BXs @A? v]XsNt $<good<+    d B8Ys @A? ]8Ys\Bt $<bad<+   ``3dA[!23 M NM4 3Q:h F98 n=48Q ;hhQ ;ggQ3_ O  f  2 @"B  ` MM<4E4 3Q:i F99 n=67Q ;iiQ ;ggQ3_4E4 3Q:j W00 n=53Q ;jjQ ;ggQ3_4E4 3Q:k F00 n=55Q ;kkQ ;ggQ3_4E4 3Q:l W01 n=51Q ;llQ ;ggQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA:6 3O</ 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% 43jM 3O#;(&4Q  % of Students '43" :dd 3O *6% M*3O&8Q423 M NM4444% j tMZ3O &Q R'How was the amount of your daily study?'44e?????@@@@@@@@@@@@@@@@@@@@e3@*@"@*@0@9@8@>@9@=@;@C@A@;@=@3@0@3@;@2@$@@ @@ @e ~v ' <NMM? & 2]'`0Nt  "0N??3`  `  `  ` 0 ,` m .`  6 T(  T T Bp\s @A? ]p\sxt $<good<,     T B\s @A? ~] \st $<bad<,     T B]s @A?bg] ]sRt $\<]What's your evaluation of behavior analysis based on PSY 360 and this psychology department?<. \T~Xf`3dif23 M NM4 3Q:x F98 n=48Q ;xxQ ;wwQ3_ O  f  2 @"B  ` MM<4E4 3Q:y F99 n=67Q ;yyQ ;wwQ3_4E4 3Q:z W00 n=53Q ;zzQ ;wwQ3_4E4 3Q:{ F00 n=55Q ;{{Q ;wwQ3_4E4 3Q:| W01 n=51Q ;||Q ;wwQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA 3O  3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% eM3O;(&6Q  % of Students '43" :dd 3O *6% M*3O&8Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@eC@:@E@F@F@1@E@@@@@?@@@5@3@.@(@@@@@ @@@@@@e !!>@  7   dMbP?_*+%" ??sU>@7  Sheet1Sheet2Sheet3Chart2  WorksheetsCharts !FMicrosoft Office Excel ChartBiff8Excel.Chart.89qOh+'0HOle KCompObj #LiObjInfoNWorkbook"$      !"#$%&'()*+,-./0123456789:;<=>BAEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ \p Wayne Sager Ba= &=8\d9X@"1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial1VArial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  " ! # `rChart27Sheet1LSheet2Sheet38p4L  (                    3  @@  C#1#2#3#4>#4J23. The study questions at the end of each section within the chapters are_17. Did this course increase your appreciation of behavior analysis as a way of helping people?W21. Compared to other texts for courses at this level, the value of the present text isd18. Did this course increase your appreciation of behavior analysis in understanding import. issues?F22. Typically, how many times did you read each chapter this semester?319. What is your overall evaluation of the course?^20. Compared to other courses, rank this one (#1= it's the best; >#4= at least 4 are better)?D24. The relevancy of the quizzes to what was covered in the book wasS26. The conceptual question worksheets, How to Analyze Behavioral Contingencies are25. Compared to all other textbooks you've had in college, where would you rank EPB? (1 means this is best, >4 means at least 4 were better)F98 n=48F99 n=67W00 n=53F00 n=55W01 n=51F92 n=34F90 n=33l /  MFAuto hp deskjet 940c series on !@h߀dBeRLdHBeںں\\WAYNE\hp deskjet 940c series,LocalOnly,DrvConvert"d??3`  8`  9`  :`  ;` M <` M =`0H(  0 0 Bs @A? I]s t $<good<;   0 Bls @A?< ]ls t $<bad<;  ޓ392d23 M NM4 3Q:I F90 n=33Q ;IIQ ;HHQ3_ O  fw % i@za/ig~hQY( """"70%"B  ` MM<4E4 3Q:J F98 n=48Q ;JJQ ;HHQ3_ O   f A i$@zam>_z6;+( Narrow horizontal"B  ` MM<4E4 3Q:K F99 n=67Q ;KKQ ;HHQ3_ O  f Ki.@za|ka@O+8k( |>Wide downward diagonal"B  ` MM<4E4 3Q:L W00 n=53Q ;LLQ ;HHQ3_ O   f - i@za.[]- ='>( ffTrellis"B  ` MM<4E4 3Q:M F00 n=55Q ;MMQ ;HHQ3_ O  fw % i@zar%KP)sp:"M( UUUU50%"B  ` MM<4E4 3Q:N W01 n=51Q ;NNQ ;HHQ3_ O   MM<4E4D$% MP(3O&9Q4$% MP(3O&8Q4FA 3O 3 b#M&:!   f d @"B  `43*Y@4@#M&:! M! M NM4% $M3ON7&<Q  % of Students '43" :dd 3O (/% M*3O&5Q423 M NM4444%  MZ3O37&=Q b/What is your overall evaluation of this course?'44e??????@@@@@@@@@@@@@@@@@@@@@@@@eR@?@1@D@@@D@1@;@A@C@F@=@5@>@"@&@0@@.@,@@@ @@@@@@@e> 92   dMbP?_*+%"??U}  @@  $?@@@@ $?@=@7@*@@ $@@B@,@&@@ $G@:@.@ @@ $M@8@&@@@ $E@?@(@ @@~ 1@  $?@@@@ $R@.@@@ $A@@@*@*@@ $.@>@@@,@"@ $A@?@3@@"@ $6@F@.@@*@ $C@@@8@@$\,"266666""266666%&'()*+6789:;< %%&$&?@@@@ '$'7@9@A@ @ @ ($(=@B@4@"@@ )$)H@<@*@@@ *$*A@A@4@@@ +$+B@?@4@$@@ 6 67$7?@@@@ 8$8@@S@1@@ 9$9@Q@;@@@ :$:*@J@8@@@ ;$;@P@;@@ <$<@I@C@@ "266666"26666GHIJKLMNXYZ[\]^ G GH$H?@@@@ I$IR@1@@@ J$J?@;@5@.@@ K$K1@A@>@,@@ L$LD@C@"@@@ M$M@@F@&@@@ N$ND@=@0@ @@ XXY$Y?@@@@ Z$Z5@@@?@$@@ [$[8@D@>@@@ \$\@@E@3@@@ ]$]@P@;@@ ^$^;@A@?@@@"&"2666666"26666hijklmnxyz{|} h hi i i i i i j$j3@;@7@ @7@ k$k@C@=@.@(@ l$l8@F@3@@$@ m$m6@F@.@@*@ n$n?@4@9@$@,@ x xy$y?@@@@ z$zH@@@$@@@ {${C@C@4@@ |$|5@8@E@ @@ }$}P@4@ @@@"P66666"2666  $?@@@@ $;@7@?@.@@ $B@C@2@@@ $9@D@9@@@       $;@?@7@@.@ $A@F@0@@@ $A@?@2@ @ @"2666"P66PH 0(  >0@III7   dMbP?_*+%63&CFigure 20 Continued: Results of Course EvaluationMRHP DeskJet 930C Series|݀f d,ںںRLdͫLPT1:"d,,??U} U} q} }  6 @ @ @@@@&@'@(@-@2@3@5,@ P<80 ' (  v   <NMM? ] ``t  "`??3`  `  ` [  ` [I  `   `  `  '@ 0(  0~  0 <Bs @A? ] Bs t $<much<     0 BBs @A? ] Bs!t $<little<   ~~  0 <@Cs @A?] @Cs@"t $\<] Did this course increase your appreciation of behavior analysis as a way of helping people?<'\Xd`Xf3dF23 M NM4 3Q: F98 n=48Q ;Q ;Q3_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<4E4 3Q: F99 n=67Q ;Q ;Q3_4E4 3Q: W00 n=53Q ;Q ;Q3_4E4 3Q: F00 n=55Q ;Q ;Q3_4E4 3Q: W01 n=51Q ;Q ;Q3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA0L 3O6I 3 b#M& !   f d @"B  `43*Y@4@$@N#M& ! M! M NM4% jM3O;(& Q  % of Students'43" :ddp 03Oj *2% M*3O&5Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e?@@@G@M@E@=@B@:@8@?@7@,@.@&@(@*@&@ @@ @@@@@@e ~v ! <NMM? ]!`X t  "X ??3`  `  ` 0  ` f *` f +` f ,` #? 3P 4(  4 4 BFs @A?` \]Fs't $<more<* $k  4 BFs @A?, ] Fs(t $<less<* ~~  4 <Gs @A?`] Gsd(t $S <TCompared to other texts for courses at this level, the value of the present text is< +)7,<+wSDlXf3dP23 M NM4 3Q: F92 n=34Q ;Q ;Q3_ O   f 3 i@zarsv* "ۚ( Large grid"B  ` MM<4E4 3Q: F98 n=48Q ;Q ;Q3_ O  f K i.@za.Hy]_{`@U( f3f3Dark downward diagonal"B  ` MM<4E4 3Q: F99 n=67Q ;Q ;Q3_ O   f ;i@za 1=<*I؜U( wwwwwwwwLight vertical"B  ` MM<4E4 3Q: W00 n=53Q ;Q ;Q3_ O  fw %i@za+.( 90%"B  ` MM<4E4 3Q: F00 n=55Q ;Q ;Q3_ O   f} + i@za2fXG2.N氿( gppvSphere"B  ` MM<4E4 3Q: W01 n=51Q ;Q ;Q3_ O  f G i*@za5Oc}у%4( f3f3Dark upward diagonal"B  ` MM<4E4D$% MP(3O&Q4$% MP(3O&Q4FAP 3OL 3 b#M& !   f d @"B  `43*Y@4@#M& ! M! M NM4% cM 3O;(&3Q  % of Students '43" :dd  3O )5% M*3O&5Q423 M NM44444e??????@@@@@@@@@@@@@@@@@@@@@@@@eR@A@.@A@6@C@.@@@>@?@F@@@@*@@@3@.@8@@*@,@@@@"@"@*@@e ~v " <NMM? ]"`t  "??3` m ` m ` 2 ` 2 `  "`  )` X(  X X BJs @A? ]Jst $<much<"    X BJs @A?, -]Js$t $<little<"     X Z8Ks @AA?] 8Ks1t $`<aDid this course increase your appreciation of behavior analysis in understanding import. issues?<)` p`Xf3ds;23 M NM4 3Q:' F98 n=48Q ;''Q ;&&Q3_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<43_ O  f  2 @"B  ` MM<4E4 3Q:( F99 n=67Q ;((Q ;&&Q3_4E4 3Q:) W00 n=53Q ;))Q ;&&Q3_4E4 3Q:* F00 n=55Q ;**Q ;&&Q3_4E4 3Q:+ W01 n=51Q ;++Q ;&&Q3_4E4D$% MP(3O& Q4$% MP(3O&Q4FA0 3O3 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% ?jM 3O#6;(&Q  % of Students '43" :dd` 03OY *2% M*3O&5Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e7@=@H@A@B@9@B@<@A@?@A@4@*@4@4@ @"@@@$@ @@@@@e ~v # <NMM? ]#`8t  "8??3`  `  ` w3  ` w3 !` f -p\(  \~ \ <`Ns @A? ]`NsP7t $B<CTypically, how many times did you read each chapter this semester?<-{BteXf3d23 M NM4 3Q:8 F98 n=48Q ;88Q ;77Q3_ O  f  2 @"B  ` MM<4E4 3Q:9 F99 n=67Q ;99Q ;77Q3_4E4 3Q:: W00 n=53Q ;::Q ;77Q3_4E4 3Q:; F00 n=55Q ;;;Q ;77Q3_4E4 3Q:< W01 n=51Q ;<<Q ;77Q3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA 3O 3 b#M&!!   f d @"B  `43*Y@4@#M&!! M! M NM4% cM3O;(& Q  % of Students '43" :dd ` 03O_ (2% M*3O&5Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e@@*@@@@S@Q@J@P@I@1@;@8@;@C@@@@@@@@e ~v $ <NMM?&]$`6t  "6??3`  `  ` m `  `  %` # 1`@H(  @ @ BQs @A? W]Qsx;t $<good<%    @ BQs @A?< ]Qs;t $<bad<%   `̝3dAy23 M NM4 3Q:I F90 n=33Q ;IIQ ;HHQ3_ O  fw % i@za/ig~hQY( """"70%"B  ` MM<4E4 3Q:J F98 n=48Q ;JJQ ;HHQ3_ O   f A i$@zam>_z6;+( Narrow horizontal"B  ` MM<4E4 3Q:K F99 n=67Q ;KKQ ;HHQ3_ O  f Ki.@za|ka@O+8k( |>Wide downward diagonal"B  ` MM<4E4 3Q:L W00 n=53Q ;LLQ ;HHQ3_ O   f - i@za.[]- ='>( ffTrellis"B  ` MM<4E4 3Q:M F00 n=55Q ;MMQ ;HHQ3_ O  fw % i@zar%KP)sp:"M( UUUU50%"B  ` MM<4E4 3Q:N W01 n=51Q ;NNQ ;HHQ3_ O   MM<4E4D$% MP(3O&Q4$% MP(3O&Q4FA< 3OE 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% XjM3O;(&1Q  % of Students '43" :dd 3O (/% M*3O&5Q423 M NM4444% 0 qMZ3O*&Q b/What is your overall evaluation of this course?'44e??????@@@@@@@@@@@@@@@@@@@@@@@@eR@?@1@D@@@D@1@;@A@C@F@=@5@>@"@&@0@@.@,@@@ @@@@@@@e ~v % <NMM? &]%`Gt  "G??3`  `  ` w= #` wR $` f .` f / `(  ` ` BdUs @A?p B]dUs@Kt $<good</ X}X ` BUs @A?, ]UsKt $<bad</ X}<~~  ` <Vs @A?Jb] VsKt $F<GThe study questions at the end of each section within the chapters are<.F$̝3d23 M NM4 3Q:Z F98 n=48Q ;ZZQ ;YYQ3_ O  f  2 @"B  ` MM<4E4 3Q:[ F99 n=67Q ;[[Q ;YYQ3_4E4 3Q:\ W00 n=53Q ;\\Q ;YYQ3_4E4 3Q:] F00 n=55Q ;]]Q ;YYQ3_4E4 3Q:^ W01 n=51Q ;^^Q ;YYQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA 3O 3 b#M&$!   f d @"B  `43*Y@4@#M&$! M! M NM4% cM 3Op>;(&#Q  % of Students'43" :ddk 53Og '2% M*3O&5Q423 M NM44444e?????@@@@@@@@@@@@@@@@@@@@e5@8@@@@;@@@D@E@P@A@?@>@3@;@?@$@@@@@@@@@e ~v & <NMM?'3]&`Jt  "J??3`  `  `  `  (` O2d(  d~ d <4Ys @A?]4YsQt $Y<ZCompared to other courses, rank this one (#1= it's the best; >#4= at least 4 are better)?<(Y,|``3dA323 M NM4 3Q:j F98 n=48Q ;jjQ ;iiQ3_ O  f  2 @"B  ` MM<4E4 3Q:k F99 n=67Q ;kkQ ;iiQ3_4E4 3Q:l W00 n=53Q ;llQ ;iiQ3_4E4 3Q:m F00 n=55Q ;mmQ ;iiQ3_4E4 3Q:n W01 n=51Q ;nnQ ;iiQ3_4E4D$% MP(3O&Q4$% MP(3O&Q4FA 3O 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% jM3O;(&2Q  % of Students '43" :dd 3O '8% M*3O&5Q423 M NM44444e #1 #1 #1 #1 #1 #2 #2 #2 #2 #2 #3 #3 #3 #3 #3 #4 #4 #4 #4 #4>#4>#4>#4>#4>#4e3@@8@6@?@;@C@F@F@4@7@=@3@.@9@ @.@@@$@7@(@$@*@,@e ~v ' <NMM?' 3]'` Qt  " Q??3`  `  `  ` 0 &` m 0` L*4 4` m 6` m 7 T(  T T Bl\s @A?D 0]l\sUt $<very relevant<&6    T B\s @A?\ D ]\s4Vt $ <not relevant<&3  ~~  T < ]s @A?]  ]sVt $M <NThe conceptual question worksheet, How to Analyze Behavioral Contingencies is< 0#6J0 M4`3d<]h 23 M NM4 3Q: F98 n=48Q ;Q ;Q3_ O  f  2 @"B  ` MM<4E4 3Q: F00 n=55Q ;Q ;Q3_4E4 3Q: W01 n=51Q ;Q ;Q3_4E4D$% MP(3O&Q4$% MP(3O&Q4FAg 3Ok 3 b#M&!   f d @"B  `43*Y@4@#M&! M! M NM4% cM 3O_;(&4Q  % of Students'43" :dd]  3O^ % M*3O&7Q44444e???@@@@@@@@@@@@e;@B@9@7@C@D@?@2@9@.@@@@@@e $$> @  7   dMbP?_*+%" ??sU>@7 SummaryInformation(%ODocumentSummaryInformation8S,_1089098198(FZOle XPdx  Dick Malott Wayne SagerMicrosoft Excel@C%]@9;@o ՜.+,0 PXd lt|  Sheet1Sheet2Sheet3Chart2  WorksheetsCharts FVISIO 4 DrawingVISIO 4.0 ShapesVisio.Drawing.49q Oh+'08>Copyright 1994 Shapeware Corporation. All rights reserved.NA VISIO CompObj'*YiObjInfo[VisioDocument)+D4 VisioInformation",\YVisio (TM) Drawing 4 Rs5d !fffMMM333Ҟq0T D Arial)-": -3Times New RomanTA?ADl? Y@3-133J/T  hTJbOSS0{Gz?@CPjV]uVbUUO OS? 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All ""s reserved.p`Shape.Hlp!#2095>Je\H$U$$ $ $u $ $: U2 * "   B8`r|); G2 G2 G2"u`Q(-DT!?b@ b05zH$h~T0@?.qS+33?QP't` rCsKtyBw0"R   u+`  u db6= ='=lU|'aO@ct,bku u u plUD%a&)@ &pB!>*/K/Cj/|-! '/,bku +u uI p{lUD%ja)@2 &pB!>*/K/Cj/|-! '/ 454;H"-hT@?@4=OP t` ?]qtw@u   {/u`zu zUb P>,bku] u uI plUSD%a)@ &pB!>*/K/Cj/|-! '/*/K/Cj/|-! '/3?P t` vIqtw.u>uL`-@ @A@  Gu`]ubWb  lUP%a_c c>*> >t/ `v>Pr/ rX \!_o o h!:H" +KhT@o?@?,=3=?P t` ?qtwuUժ?u`zu ~bb   lUX%a;??,*r :[ > `y>Pr/ rX \!׋o o hߊ!:HJ+ h_T@o?@?Teee?PMt` ?tܪUus`u Wb /'?37==@v¿`Ve?`e sE]tym۶Wm˿  4? L?l8UXMaS W#W Te?UDު '+ X Tp/` /袋.ȋ/-/<<&n')h/?) r+p0t1؇00hw:? 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All bs reserved.`Shape.Hlp!#2355'e H5 H" +hTP:@?E,?EJc*?,HP t` ? u`buuL`-@ @A@ u`.@E BP(?z}b @%S @lUWDTa&,5>>&!/2/V/)_ HqO(School}-cE F\J#BK ;/C,nG@/%L+;<&cass1pM70g cva7gcw1v7 .Drag & drop to add stadium symbol.sing sign.mb?RQ?#VܿG hT(@?*2@*D1Pt`?otus  u`xu `b kk+ k7 8C 8O 8[ 8g8s8888888888"8"8"  ++77CCOO[[ggss"""""";8elH_4_4 _4 _4 _4 _4 _4_4_4_4_4_4_4_4_4_4_4_4_4_4_4_4@@@@@@@z@r@j@b@Z@R@J@B@:@2@*@"@@@ @H" hT0@?,4@,F3P ~t` ?qt*wu  u`zu bb " <#  00)'{lU%akooG+?b "!!1> <3@bzh`n rk !'/9,L/^/ =QH" hT0@?@?@@?@ՙI=F?P t` ?qtw"uZu`u bb " <#  00)'{lU%\aoao5*Z X"!!> Oa(!` (P r !'/9,L/^/ }QH"hT0@?@?@@?@UH=F?P t` ?qtwu__Zu`u bb " <#  00)'{lU%akoo5*ZZ "!!> Oa ;_:!m` (Pm r !'/9,L/^/ H"hT@X|W|?@?@;gu4*?FPZ A!u `u `bu `u z@}G>u@x*u|u` ?u} b  [ @$I)?@3<A;3wD?t` +$NtT2_R:rfD!lUa a!" G" >>-U,T=H"hT@_-?@?/@Pu?4*?FP !u `u `bu `u z@Gu@xu|u` ?u b   @|W)43;@5t` sNtTNŔz_fDp!wlUa aB!" G >>-U,TH"hT@X|W|?@?@1gu4*?FP**!u `u `bu `u z@}G>u@x*u|u`u 6u b   @A)32?@$I;?@E?t` ˃:XNt)T2_R=$_fD!lUa a!" 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All hs reserved.r`Shape.Hlp!#2280 ߣ  }lULra G JU"  $(E<43þ?D .#&' 0)!7r& r!b!"$@ yG NS//e'!3 & "$ "/'<%.?6 615^^V/$o/ #1&7"0 (0 @M:< ^?&/?'31#3 F0 B$0 (BO?/ r#@# pPؿp&q  206i! H0'2rqMZ AHWVDJ+jQ!X?_0gfQӿ0Vp!4U RM}pFt#B ;ĂY2G@UOS+;EOSyH+_SF hT@Zd;@*A?<Iv?N,fx* <<bbb bK NweG  wwx  ~*p8{ ET;""a E C ww} S ma 33o 0a o .3*LAdd this shape to a road intersectionindicatestop light was present.G }hT(@|>@@,?[@?<D?P*o3|<|ELk̬̬  Ru`IEuKo`Wbt{ {|L@lb?A~`9Copyright 1995 Visio Corporation. 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