G. Johns

发表

Altering Response Topography to Increase Response Efficiency and Learning Rates.

C. Skinner, P. Belfiore, Holly W. Mace, 1997 .

Divergent Thinking As a Function of Time and Prompting to “Be Creative” in Undergraduates

G. Johns, L. W. Morse, 1997 .

Do Time Press, Stimulus, and Creative Prompt Influence the Divergent Production of Undergraduate Students? Yes, Yes, and No, Not Very Much.

D. Morse, G. Johns, L. W. Morse, 2001 .

Divergent production in gifted adolescents using timed vs. untimed stimuli with creative prompting

D. Morse, G. Johns, L. W. Morse, 2000 .

Effects of Interspersing Briefer Mathematics Problems on Assignment Choice in Students with Learning Disabilities

C. Skinner, G. Johns, G. L. Nail, 2000 .

Applying Herrnstein's Matching Law to Influence Students' Choice to Complete Difficult Academic Tasks

Gregg A. Johns, C. Skinner, P. Belfiore, 1996 .

Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates through the Interspersal Technique.

C. Skinner, Gary L. Cates, Amy L. Skinner, 1999 .