ERIC Number: ED050236
Record Type: RIE
Publication Date: 1970-May
Reference Count: 0
Task Learning, Interpersonal Learning and Cognitive Complexity.
Earle, Timothy C.
The study of human learning has neglected interpersonal learning, mainly because of its complexity. However, with the recent development of a new methodology and research paradigm, empirical studies have been initiated. This is a report on one such study, involving 40 male University of Oregon students divided into two groups of 10 pairs of subjects. The task learning (TL) group and the interpersonal learning (IPL) group were trained for 60 trials to predict a numerical criterion on the basis of two numerical cues (X1 and X2). For the TL group, pairs of subjects were trained to use the same cue according to the same rule. For half the pairs, X1 was linearly related to the criterion, while for the rest, X1 was a nonlinear cue. In the IPL group, each pair was differentially trained, with one using X1 as a linear cue, and the other using X2 as a nonlinear cue. When the pairs were combined for a task involving two equally valid linear and nonlinear cues, the IPL group adapted significantly better to the task due to the linear subjects' inability to learn to use the nonlinear cue on the basis of task learning alone. (BH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: Oregon Research Inst., Eugene.; Colorado Univ., Boulder. Inst. of Behavioral Science.