Abstract
Student performance in an individually-paced PSI course in introductory psychology is described. Students were required to complete thirty units of material by oral interviews and every third unit was followed by a written exam. The earlier a student started to work, the sooner he finished the course and more of those who started early completed the course than those who started later. Individual exam records showed that patterns of exam taking could not be characterized by any single mode. Fixed-ratio, fixed-interval, and pacing schedule patterns of responding were obtained. Most of the students who withdrew from the class did so after completing one of the first three exams and there was no history of exam failure associated with these students. Early finishers had a slightly more favorable attitude toward the course than late finishers. For students who indicated a change toward majoring or minoring in psychology, the change was greater for those who finished early. A major implication of this study is that students should be reinforced for starting to work early in a self-paced class since starting early maximizes the probability that the student will complete the course.
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