{'fraction_non_alphanumeric': 0.02986425339366516, 'fraction_numerical': 0.0027149321266968325, 'mean_word_length': 5.622754491017964, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The effects of self-reinforcement and peer-reinforcement on the practice of breast self-examination.

Four months after learning breast self-examination (BSE), 169 sorority women assigned to one of three conditions (No Reinforcement, Self-Reinforcement or Peer-Reinforcement) were compared on BSE frequency subsequent to the training. Participants in both of the reinforcement conditions had agreed to a specified reward after each month's BSE, which was either self-delivered (Self-Reinforcement condition) or delivered by a partner (Peer-Reinforcement condition). Analysis of covariance revealed a significant difference among conditions and a Newman-Keuls test demonstrated that participants in both reinforcement conditions reported more months of BSE than those in the No Reinforcement condition. Furthermore, anxiety during BSE training was negatively correlated with BSE during the follow-up period. These results suggest that BSE, like other behaviors, is influenced by perceived support or rewards and by anxiety, and that BSE intervention programs should be designed with these findings in mind.