Learning to learn in verbal discrimination learning with single- and double-function lists.

1973 ◽  
Vol 97 (2) ◽  
pp. 182-188
Author(s):  
John H. Mueller ◽  
Roy T. Bamber ◽  
Dennis J. Lissa
Keyword(s):  
Discrimination Learning ◽  
Verbal Discrimination ◽  
Learning To Learn ◽  
Verbal Discrimination Learning ◽  
Double Function

Translations as Interpair Right and Wrong Items in Double-Function Verbal Discrimination Learning

1976 ◽  
Vol 38 (1) ◽  
pp. 247-250
Author(s):  
Robert W. Newby
Keyword(s):  
Discrimination Learning ◽  
Mixed List ◽  
Poor Performance ◽  
Verbal Discrimination ◽  
Superior Performance ◽  
Verbal Discrimination Learning ◽  
Single Function ◽  
Double Function ◽  
Intermediate Performance

60 subjects learned one of five verbal discrimination lists, a Spanish single-function, an English single-function, a mixed double-function, a Spanish double-function, or an English double-function. The results indicated superior performance on the single-function lists, intermediate performance with the mixed list, and poor performance on the two double-function lists. The results indicated that translations are of intermediate similarity when used as interpair right and wrong items in verbal discrimination learning.

Feedback and Anxiety in Verbal Discrimination Learning

1984 ◽  
Vol 54 (3) ◽  
pp. 895-899 ◽  
Author(s):  
H. G. Schneider ◽  
G. D. Schneider
Keyword(s):  
Discrimination Learning ◽  
Trait Anxiety ◽  
Negative Feedback ◽  
State Anxiety ◽  
Low Frequency ◽  
Verbal Discrimination ◽  
Verbal Discrimination Learning ◽  
Performance Differences ◽  
Subject Variables ◽  
Independent Variable

120 volunteers learned a 12-pair list of 4-letter words of low frequency. The independent variable was feedback (positive only, negative only, or positive and negative), and trait anxiety (high or low) and sex (male or female) were used as subject-variables. For errors per trial, the interaction of feedback, anxiety, and trials was significant. Individuals low in anxiety performed poorly when exposed to negative feedback while feedback contingencies were not related to performance differences for the highly anxious individuals. The results are discussed in terms of task-related state anxiety.

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