{'fraction_non_alphanumeric': 0.027458492975734355, 'fraction_numerical': 0.021711366538952746, 'mean_word_length': 6.155251141552512, '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}}
Behavioral Instruction in the College Classroom

Although the cornerstone of modern experimental psychology has been the investigation of learning, only in recent years has behavioral technology been systematically applied to college teaching. Prior to the 1950's most research on college teaching consisted of comparisons of traditional lecture, discussion, and independent study techniques. Dubin and Taveggia (1968) reviewed 91 such comparisons and concluded that there were no significant differences in achievement favoring any of these methods; they suggested the need for developing new models of the teaching-learning situation. In the 1950's experimental psychologists started to develop such new models by applying learning principles to individualize instruction (Skinner, 1954, 1958), and within several years a sophisticated technology of programmed and computer-assisted learning had evolved (Lumsdaine & Glaser, 1960; Stolurow, 1961; Taber, Glaser, & Schaefer, 1965). Although programmed and computer-assisted instruction individualized learning, these technologies replaced the human element with high speed, and in many cases, high-cost machines. The specialized knowledge, long preparation times, and large budgets necessary to develop and maintain programmed systems have often proved prohibitive. Recently, an alternative strategy for individualizing instruction without eliminating human interaction and without adding prohibitive cost-training factors has evolved under the name of the Keller Plan or Personalized System of Instruction (Keller,