Open and closed economies have been assumed to produce opposite relations between responding and the programmed density of reward (the amount of reward divided by its cost). Experimental procedures that are treated as open economies typically dissociate responding and total reward by providing supplemental income outside the experimental session; procedures construed as closed economies do not. In an open economy responding is assumed to be directly related to reward density, whereas in a closed economy responding is assumed to be inversely related to reward density. In contrast to this predicted correlation between response-reward relations and type of economy, behavior regulation theory predicts both direct and inverse relations in both open and closed economies. Specifically, responding should be a bitonic function of reward density regardless of the type of economy and is dependent only on the ratio of the schedule terms rather than on their absolute size. These predictions were tested by four experiments in which pigeons' key pecking produced food on fixed-ratio and variable-interval schedules over a range of reward magnitudes and under several open-and closedeconomy procedures. The results better supported the behavior regulation view by showing a general bitonic function between key pecking and food density in all conditions. In most cases, the absolute size of the schedule requirement and the magnitude of reward had no effect; equal ratios of these terms produced approximately equal responding.

Ideal free distribution theory predicts that foragers will form groups proportional in number to the resources available in alternative resource sites or patches, a phenomenon termed habitat matching. Three experiments tested this prediction with college students in discrete-trial simulations and a free-operant simulation. Sensitivity to differences in programmed reinforcement rates was quantified by using the sensitivity parameter of the generalized matching law (s). The first experiment, replicating prior published experiments, produced a greater degree of undermatching for the initial choice (s = 0.59) compared to final choices (s = 0.86). The second experiment, which extended prior findings by allowing only one choice per trial, produced comparable undermatching (s = 0.82). The third experiment used free-operant procedures more typical of laboratory studies of habitat matching with other species and produced the most undermatching (s = 0.71). The results of these experiments replicated previous results with human groups, supported predictions of the ideal free distribution, and suggested that undermatching represents a systematic deviation from the ideal free distribution. These results are consistent with a melioration account of individual behavior as the basis for group choice.

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Scholars of teaching and learning have endorsed self-assessment assignments as a way to encourage greater reflection by students. However, no studies to date have compared writing in self-assessment with traditional academic assignments. We performed a quantitative text analysis of students' language in self-assessment versus traditional assignments from 3 courses. Self-assessment assignments included more references to cognitive words (i.e., words related to insight) than traditional academic assignments. In addition, self-assessments included more emotion words and pronouns and were linguistically simpler than traditional academic assignments. We conclude that self-assessment assignments encourage students to become more reflective, a goal of the American Psychological Association (2007) curricular guidelines.