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Effects of rate of feedback and reinforcement on novel responding Vennessa L. Walker Ten middle-school students were assigned to receive feedback and token reinforcement either every 1 min (HR) or every 15 min (LR). Subjects used a computer program to learn to perform 5 basic algebra skills at high rates and high accuracy. Subjects were yoked with a partner for practice so that each member of the pair completed the same number of items per skill. Subjects were provided with cumulative review worksheets and then were tested for distraction, adduction, and retention. Results suggest that HR facilitates faster acquisition of skills as well as better performance on cumulative reviews, distraction, and retention tests. Subjects were generally unable to complete the adduction items, suggesting that the current procedures may be inadequate for producing generalization of skills. Feedback and reinforcement iii Acknowledgments First, I would like to thank the members of my committee for their time and insight: Andy Lattal, Mike Perone, Steve Branstetter, Laura Pyzdrowski, and Phil Chase. I also would like to thank my research assistant, Lauren Cook, for her many hours of dedication to this project. Additionally, I would like to thank my current student assistant, Jennifer Schwartzbeck, for her help with the IOA task. I especially would like to recognize my chair, advisor, and mentor, Phil Chase, for whom I have the utmost respect and admiration. This dissertation is a product of, and a testament to, his steady guidance, patience, and insight. I also would like to thank my Verbal Behavior labmates for 6 wonderful years of intellectual, professional, and personal development and support. Special thanks also to Harold Lobo and Chris Rice, who were invaluable resources during the arduous programming process. This dissertation would never have been accomplished without the unwavering support of my family – Dad, Mom, sisters and brothers, nieces and nephews – thank you for your sacrifices and for believing in me. I’m glad I can finally answer the question, “When are you done?” I also never would have made it through without my surrogate family – Misty, Christy, Libby, Harold, Dave – you carried me through some of my most difficult times and kept my faith strong. From the bottom of my heart, thank you. Finally, I dedicate this dissertation to my son, Caleb, who has given my life joy and meaning beyond any I thought possible. I thought it would be a miracle to finish this dissertation, but the true miracle in my life came on December 14, 2007. I love you so much. Feedback and reinforcement iv Table of