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ERIC Number: ED013980
Record Type: RIE
Publication Date: 1967-Feb
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
RESPONSE-CONTINGENT POSTFEEDBACK INTERVALS IN CONCEPT IDENTIFICATION.
BOURNE, LYLE E., JR.; AND OTHERS
TWO EXPERIMENTS WERE CONDUCTED TO DETERMINE THE EFFECTS OF POSTFEEDBACK (POST-IF) INTERVALS OF DIFFERENT LENGTHS ON OVERALL PERFORMANCE IN CONCEPT IDENTIFICATION PROBLEMS. THE POST-IF INTERVAL REPRESENTS THE TIME BETWEEN PRESENTATION OF INFORMATIVE FEEDBACK ON ONE TRIAL AND THE ONSET OF THE NEXT STIMULUS PATTERN. THE EXPERIMENTS WERE DESIGNED TO TEST THE QUITE DIFFERENT IMPLICATIONS OF TWO THEORIES OF LEARNING--INCREMENTAL AND ALL-OR-NONE. FOUR CONDITIONS ON THE LENGTH OF THE POST-IF INTERVAL WERE USED--(1) SUB-OPTIMAL LENGTH ON ALL TRIALS, (2) SUB-OPTIMAL AFTER CORRECT RESPONSES, BUT NEAR OPTIMAL AFTER INCORRECT RESPONSES, (3) NEAR OPTIMAL AFTER CORRECT RESPONSES, BUT SUB-OPTIMAL AFTER INCORRECT RESPONSES, AND (4) NEAR OPTIMAL LENGTH ON ALL TRIALS. EXPERIMENT 1 CONSISTED OF 60 COLLEGE SUBJECTS WHO WERE SHOWN GEOMETRIC FIGURES THAT WERE VARIED IN SIX CHARACTERISTICS. EACH SUBJECT WAS TO CATEGORIZE THE FIGURES BY USING FOUR RESPONSE KEYS. ANALYSES OF TRIALS AND ERRORS SUPPORTED THE ASSUMPTION THAT LEARNING OCCURS ON ALL TRIALS AS SUGGESTED BY THE THEORIES BASED ON THE INCREMENTAL, ASSOCIATIVE PRINCIPLES. EXPERIMENT 2 USED 144 SUBJECTS WITH TWO RESPONSE KEYS, AND FOUND THAT THE RESULTS WERE SIMILAR BUT LESS CONSISTENT REGARDING EVERY-TRIAL LEARNING. IN BOTH EXPERIMENTS A LONGER POST-IF INTERVAL FACILITATED IDENTIFICATION OF CONCEPTS. THE AUTHOR CONCLUDED THAT THE RESULTS SUGGESTED THE EXISTENCE OF AT LEAST TWO TYPES OF BEHAVIORALLY DISTINCT SUBJECTS--(1) THOSE WHO ASSOCIATE STIMULUS PATTERNS OR ATTRIBUTES OF PATTERNS WITH CATEGORIES AND (2) THOSE WHO DELIBERATELY TEST HYPOTHESES. HE SUGGESTS THAT, BY PROPERLY ARRANGING A SERIES OF PRELIMINARY TASKS, SUBJECTS MIGHT BE PRETRAINED TO ASSOCIATE OR TO HYPOTHESIS-TEST. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.
Identifiers: N/A