The effects of praise on student on‐task behaviour, academic self‐concept and numeracy enjoyment were investigated. Four year four classes and their teachers participated. Two teachers were instructed to use specific praise and two to use positive praise. Classes were independently observed on four occasions, twice before and twice after the praise intervention. Student on‐task behaviour, numeracy enjoyment and academic self‐concept were measured and teachers’ use of praise was observed. Specific praise promoted more on‐task behaviour than positive praise and significantly increased academic self‐concept. Ratings of numeracy enjoyment were not significantly affected. Implications of this research for teaching practice are discussed.

In the behavioral theory of timing, pulses from a hypothetical Poisson pacemaker produce transitions between states that are correlated with adjunctive behavior. The adjunctive behavior serves as a discriminative stimulus for temporal discriminations. The present experiments tested the assumption that the average interpulse time of the pacemaker is proportional to interreinforcer interval. Responses on a left key were reinforced at variable intervals for the first 25 s since the beginning of a 50‐s trial, and right‐key responses were reinforced at variable intervals during the second 25 s. Psychometric functions relating proportion of right‐key responses to time since trial onset, in 5‐s intervals across the 50‐s trial, were sigmoidal in form. Average interpulse times derived by fitting quantitative predictions from the behavioral theory of timing to obtained psychometric functions decreased when the interreinforcer interval was decreased and increased when the interreinforcer interval was increased, as predicted by the theory. In a second experiment, average interpulse times estimated from trials without reinforcement followed global changes in interreinforcer interval, as predicted by the theory. Changes in temporal discrimination as a function of interreinforcer interval were therefore not influenced by the discrimination of reinforcer occurrence. The present data support the assumption of the behavioral theory of timing that interpulse time is determined by interreinforcer interval.

Generalizing to target odor variations while retaining specificity against non-targets is crucial to the success of detector dogs under working conditions. As such, the importance of generalization should be considered in the formulation of effective training strategies. Research investigating olfactory generalization from pure singular compounds to more complex odor mixtures helps to elucidate animals’ olfactory generalization tendencies and inform ways to alter the generalization gradient by broadening or narrowing the range of stimuli to which dogs will respond. Olfactory generalization depends upon both intrinsic factors of the odors, such as concentration, as well as behavioral and cognitive factors related to training and previous experience. Based on the current research, some training factors may influence generalization. For example, using multiple target exemplars appears to be the most effective way to promote elemental processing and broaden the generalization gradient, whereas increasing the number of training instances with fewer exemplars can narrow the gradient, thereby increasing discrimination. Overall, this research area requires further attention and study to increase our understanding of olfactory generalization in dogs, particularly detector dogs, to improve training and detection outcomes.