THE RELATIVE EFFECTS ON MATH PERFORMANCE OF SINGLE ‐ VERSUS MULTIPLE‐RATIO SCHEDULES: A CASE STUDY

Abstract

This series of four experiments sought to assess the comparative effects of multiple‐ versus single‐ratio schedules on a pupil's responding to mathematics materials. Experiment I, which alternated between single‐ and multiple‐ratio contingencies, revealed that during the latter phase the subject responded at a higher rate. Similar findings were revealed by Exp. II. The third experiment, which manipulated frequency of reinforcement rather than multiple ratios, revealed that the alteration had a minimal effect on the subject's response rate. A final experiment, conducted to assess further the effects of multiple ratios, provided data similar to those of Exp. I and II.