The effects of variable-interval reinforcement on academic engagement: a demonstration of matching theory.

The single-alternative form of the matching law has enjoyed extensive support in laboratory research with both animals and humans. However, few data exist concerning its validity as a description of behavior in applied settings. In Experiment 1, 2 fourth-grade students were exposed to variable-interval schedules of social reinforcement contingent on academic engagement. The data for each subject were then plotted via Herrnstein's equation. The results showed Herrnstein's equation to account for 99.1% and 87.6% of the variance in student engagement, respectively. In Experiment 2, control over student engagement by two of the reinforcement schedules was examined further within an alternating treatments design with similar results. The implications of these findings for linking experimental and applied behavior analysis are discussed.