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Extending Research on the Interspersal Procedure: More Effort Versus Greater Reinforcement Rates.

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Title: Extending Research on the Interspersal Procedure: More Effort Versus Greater Reinforcement Rates.
Authors: John, Jared Thomas (AUTHOR), Skinner, Christopher H. (AUTHOR), Price, Chelsea (AUTHOR), Poppe, Carsyn (AUTHOR), Cates, Gary L. (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p71-90. 20p.
Subjects: Reinforcement (Psychology), Mathematics problems & exercises, Reward (Psychology), Educational psychology, Participation, Motivation (Psychology)
Abstract: This study was designed to extend research on the additive interspersal procedure. College students worked on four parallel math assignments, each containing 15 standard three-digit by two-digit computation problems. The independent variable was the number of additional brief one-digit by one-digit problems added and interspersed among the standard problems. There were four levels of the independent variable: one brief problem, five brief problems, 15 brief problems, and 45 brief problems. After working on each assignment for 5 min, students chose which new assignment they would complete and ranked the assignments for time and effort to complete. Even though it contained the most problems, students ranked the assignment with the 45 additional brief problems as requiring the least effort and time to complete, and when given the choice of a new assignment to complete, significantly more students (66%) chose the assignment with the 45 additional brief problems. These results suggest that assignment perceptions and the probability that students choose to engage in assigned work can be enhanced by merely interspersing additional brief problems. Also, these results support the hypothesis that a completed discrete task may serve as a reinforcing stimulus. The discussion focuses on future applied and theoretical research. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Extending Research on the Interspersal Procedure: More Effort Versus Greater Reinforcement Rates.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2026, Vol. 35 Issue 1, p71-90. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+problems+%26+exercises%22">Mathematics problems & exercises</searchLink><br /><searchLink fieldCode="DE" term="%22Reward+%28Psychology%29%22">Reward (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink>
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  Data: This study was designed to extend research on the additive interspersal procedure. College students worked on four parallel math assignments, each containing 15 standard three-digit by two-digit computation problems. The independent variable was the number of additional brief one-digit by one-digit problems added and interspersed among the standard problems. There were four levels of the independent variable: one brief problem, five brief problems, 15 brief problems, and 45 brief problems. After working on each assignment for 5 min, students chose which new assignment they would complete and ranked the assignments for time and effort to complete. Even though it contained the most problems, students ranked the assignment with the 45 additional brief problems as requiring the least effort and time to complete, and when given the choice of a new assignment to complete, significantly more students (66%) chose the assignment with the 45 additional brief problems. These results suggest that assignment perceptions and the probability that students choose to engage in assigned work can be enhanced by merely interspersing additional brief problems. Also, these results support the hypothesis that a completed discrete task may serve as a reinforcing stimulus. The discussion focuses on future applied and theoretical research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09573-5
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        Text: English
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              Text: Mar2026
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