The scope and power of the drive theory of social facilitation are extended by taking fuller advantage of learning theory models of drive. Existing theory employs the irrelevant drive paradigm, in which neither the initiation nor the termination of audience observation is contingent on the behavior of the subject or on the onset of the conditioned stimulus. Extensions include escape and avoidance of audience observation, as well as the classical conditioning of symbolic audiences. In addition, nine methods for varying the strength of audience-induced drive are developed, based on the model of learned drive, including extinction, summation, generalization, acquisition, and five forms of inhibition.

People will learn an instrumental conditioned response, the reward for which is the deliverance of another human being from suffering.

People will learn an instrumental conditioned response, the reinforcement for which is the deliverance of another human being from suffering. Three experiments demonstrated this basic effect (p < .01 or better), as well as altruistic analogs of magnitude of reinforcement (p < .003) and intermittent shock (/><.001). The finding that people will not only help others who are in need, but find it rewarding to do so, indicates that altruism is even more deeply rooted in people than had been previously demonstrated. The nature of altruistic motivation and reinforcement is discussed.

Approximate solutions are obtained for the flow fields in rectangular cavities by neglecting the convection of vorticity. These solutions yield multi-cell recirculation regions for high aspect ratio cavities. Water tank experiments at a Reynolds number of 150 confirm the prediction of double-celled cavity flow and show good agreement with the theoretical cell dimensions. It is inferred that zero Reynolds number solutions have an extensive range of validity in flows with closed streamlines.

A definitive difference between the monologue of mass communications and the dialogue of personal conversation is the opportunity of each participant to reply to the other. Replying plays a fundamental role in determining the participation of each party to the conversation, rather than serving only as a mere dependent variable of each participant's behavior or as an influencer of one participant by the other. Participation in conversation may be reinforced by the opportunity to speak in reply. Latency data from four experiments (A 7 = 418) are isomorphic with an instrumental escape conditioning model in demonstrating analogues of (<;•) acquisition, (6) extinction, (c) partial reinforcement effects, (d) delay of reinforcement effects, (e) Delay X Acquisition Trials effects, and (/) drive effects. The research employed the general approach which Neal Miller has called "extension of liberalized S-R theory," and draws upon the motivation theories of Dollard and Miller, Byrne, and Festinger. Fortunately, most human communicationdocs not yet take the form of the television commercial, the mass lecture, or the laboratory persuasive communication, in which messages are directed by a communicator to an audience that has no direct opportunity to reply. Still ubiquitous in human life is conversation between two or a few more people, one of the distinguishing features of which is the fact, that each participant has the opportunity to reply to the other "communicators." Conversations conducted under formal rules or professional auspices, such as interviews, psychotherapy, group discussion, negotiation, and bargaining, are each the subject of such intense specialized attention from various segments of the profession of psychology that the)' are seldom all mentioned in a single sentence. Researchers have devoted considerable attention to the reinforcement of conversational behavior (e.g.,