The effect of differential non-reinforcement of the incorrect response on the learning of the correct response in the simple T-maze.

1951 ◽  
Vol 41 (5) ◽  
pp. 382-389 ◽  
Author(s):  
M. Ray Denny ◽  
Morton D. Dunham
Keyword(s):  
Correct Response ◽  
Incorrect Response

scholarly journals Modulating Proactive Cognitive Control by Reward: Differential Anticipatory Effects of Performance Contingent and Non-Contingent Rewards

2018 ◽  
Author(s):  
Motonori Yamaguchi
Keyword(s):  
Cognitive Control ◽  
Task Performance ◽  
Correct Response ◽  
Flanker Task ◽  
Incorrect Response ◽  
Response Speed ◽  
Flanker Effect ◽  
Contingent Reward ◽  
Sequential Modulation ◽  
Contingent Rewards

The present study investigated the influences of two different forms of reward presentation in modulating cognitive control. In three experiments, participants performed a flanker task for which one-third of trials were precued for a chance of obtaining a reward (reward trials). In Experiment 1, a reward was provided if participants made the correct response on reward trials but a penalty was given if they made an incorrect response on these trials. The anticipation of this performance-contingent reward increased response speed and reduced the flanker effect but had little influence on the sequential modulation of the flanker effect after incompatible trials. In Experiment 2, participants obtained a reward randomly on two-thirds of the precued reward trials and were given a penalty on the remaining one-third, regardless of their performance. The anticipation of this non-contingent reward had little influence on the overall response speed or flanker effect but reduced the sequential modulation of the flanker effect after incompatible trials. Experiment 3 also used performance non-contingent rewards but participants were randomly penalized more often than they were rewarded; non-contingent penalty had little influence on the sequential modulation of the flanker effect. None of the three experiments showed a reliable influence of the actual acquisition of rewards on task performance. These results indicate anticipatory effects of performance contingent and non-contingent rewards on cognitive control with little evidence of aftereffects.

Reasoning Strategies

2020 ◽  
pp. 101-114
Author(s):  
Stephen K. Reed
Keyword(s):  
Decision Making ◽  
Situation Awareness ◽  
Correct Response ◽  
Applied Research ◽  
Incorrect Response ◽  
Reasoning Strategies ◽  
Reasoning System ◽  
Military Engagement

A dichotomy that has influenced much theoretical and applied research on reasoning is the distinction between System I and System II reasoning. System I is intuitive, fast, based on associations, and subject to biases. System II is analytic, slow, based on rules, and more competent. It should be kept in mind, however, that these distinctions do not always apply. A fast, correct response occurs when an expert automatically responds quickly, and a slow, incorrect response occurs when the answer is unknown. One tactic to improve reasoning is the use of nudges to steer people’s choices in a direction to improve their lives. Another tactic is the use of boosts to educate people to make better decisions. Action-based decision-making, such as firefighting and military engagement, requires making a series of decisions as the situation changes. Situation awareness is critical for making good decisions.

Token Loss in Speech Imitation Training

1971 ◽  
Vol 36 (4) ◽  
pp. 486-495 ◽  
Author(s):  
Leija V. McReynolds ◽  
Kay Huston
Keyword(s):  
Language Development ◽  
Correct Response ◽  
Incorrect Response ◽  
Speech Imitation ◽  
Delayed Language Development

The use of tokens as positive reinforcers for correct responses and no consequences for incorrect responses was compared with the use of tokens contingent upon correct responses and loss of tokens contingent on incorrect responses. Two magnitudes of token gain to token loss were also compared: (1) three tokens were given for a correct response and one token removed for an incorrect response; (2) one token was given for a correct response and one was removed for an incorrect response. The subjects were a six-year-old child with delayed language development and a seven-year-old with an articulation problem. Training items consisted of the verbal imitation of words. Results indicated that the no-token-loss condition was more effective in decreasing incorrect responses than either magnitude of token loss. Results of the two token-loss procedures indicated, however, that their effectiveness is partly determined by the ratio of tokens gained to tokens lost. It is concluded that token loss could be effective but that related variables should be carefully examined.

Response Latency in Simian Learning Set Performance

1966 ◽  
Vol 19 (2) ◽  
pp. 403-406
Author(s):  
Isaac Behar
Keyword(s):  
Correlation Coefficient ◽  
Correct Response ◽  
Response Latency ◽  
Incorrect Response ◽  
Learning Set

Response latency was examined during learning set performance of eight highly sophisticated monkeys. Latency was relatively very long on Trial 1 of each problem and uniformly short during Trials 2 to 6. There was no difference in latency on Trial 2 following correct (response to A+) and incorrect (response to B−) Trial 1 responses. For the second block of problems, where performance was stable, the correlation coefficient between per cent correct responses and latency on Trials 2 to 6 for the eight Ss was 0.86.

scholarly journals Modulating Proactive Cognitive Control by Reward: Differential Anticipatory Effects of Performance Contingent and Non-Contingent Rewards

2018 ◽  
Author(s):  
Motonori Yamaguchi
Keyword(s):  
Cognitive Control ◽  
Task Performance ◽  
Correct Response ◽  
Flanker Task ◽  
Incorrect Response ◽  
Response Speed ◽  
Flanker Effect ◽  
Contingent Reward ◽  
Sequential Modulation ◽  
Contingent Rewards

The present study investigated the influences of two different forms of reward presentation in modulating cognitive control. In three experiments, participants performed a flanker task for which one-third of trials were precued for a chance of obtaining a reward (reward trials). In Experiment 1, a reward was provided if participants made the correct response on reward trials but a penalty was given if they made an incorrect response on these trials. The anticipation of this performance-contingent reward increased response speed and reduced the flanker effect but had little influence on the sequential modulation of the flanker effect after incompatible trials. In Experiment 2, participants obtained a reward randomly on two-thirds of the precued reward trials and were given a penalty on the remaining one-third, regardless of their performance. The anticipation of this non-contingent reward had little influence on the overall response speed or flanker effect but reduced the sequential modulation of the flanker effect after incompatible trials. Experiment 3 also used performance non-contingent rewards but participants were randomly penalized more often than they were rewarded; non-contingent penalty had little influence on the sequential modulation of the flanker effect. None of the three experiments showed a reliable influence of the actual acquisition of rewards on task performance. These results indicate anticipatory effects of performance contingent and non-contingent rewards on cognitive control with little evidence of aftereffects.

During Lipreading Training With Sentence Stimuli, Feedback Controls Learning and Generalization to Audiovisual Speech in Noise

2021 ◽  
pp. 1-21
Author(s):  
Lynne E. Bernstein ◽  
Edward T. Auer ◽  
Silvio P. Eberhardt
Keyword(s):  
Speech Recognition ◽  
Word Recognition ◽  
Perceptual Learning ◽  
Correct Response ◽  
Incorrect Response ◽  
Visual Speech ◽  
Control Group ◽  
Feedback Controls ◽  
Open Set ◽  
Percentage Points

Purpose: This study investigated the effects of external feedback on perceptual learning of visual speech during lipreading training with sentence stimuli. The goal was to improve visual-only (VO) speech recognition and increase accuracy of audiovisual (AV) speech recognition in noise. The rationale was that spoken word recognition depends on the accuracy of sublexical (phonemic/phonetic) speech perception; effective feedback during training must support sublexical perceptual learning. Method: Normal-hearing (NH) adults were assigned to one of three types of feedback: Sentence feedback was the entire sentence printed after responding to the stimulus. Word feedback was the correct response words and perceptually near but incorrect response words. Consonant feedback was correct response words and consonants in incorrect but perceptually near response words. Six training sessions were given. Pre- and posttraining testing included an untrained control group. Test stimuli were disyllable nonsense words for forced-choice consonant identification, and isolated words and sentences for open-set identification. Words and sentences were VO, AV, and audio-only (AO) with the audio in speech-shaped noise. Results: Lipreading accuracy increased during training. Pre- and posttraining tests of consonant identification showed no improvement beyond test–retest increases obtained by untrained controls. Isolated word recognition with a talker not seen during training showed that the control group improved more than the sentence group. Tests of untrained sentences showed that the consonant group significantly improved in all of the stimulus conditions (VO, AO, and AV). Its mean words correct scores increased by 9.2 percentage points for VO, 3.4 percentage points for AO, and 9.8 percentage points for AV stimuli. Conclusions: Consonant feedback during training with sentences stimuli significantly increased perceptual learning. The training generalized to untrained VO, AO, and AV sentence stimuli. Lipreading training has potential to significantly improve adults' face-to-face communication in noisy settings in which the talker can be seen.

scholarly journals Some Problems With the Analytical Argument in Support of RP67 in the Context of the Bookmark Standard Setting Method

2018 ◽  
Vol 43 (6) ◽  
pp. 481-492 ◽  
Author(s):  
Peter Baldwin
Keyword(s):  
Correct Response ◽  
Likelihood Function ◽  
Response Probability ◽  
Incorrect Response ◽  
Measurement Model ◽  
Judgment Task ◽  
Maximum Information ◽  
Analytical Argument ◽  
Different Response ◽  
Crucial Part

The choice of response probability in the bookmark method has been shown to affect outcomes in important ways. These findings have implications for the validity of the bookmark method because panelists’ inability to internally adjust when given different response probabilities suggests that they are not performing the intended judgment task. In response to the concerns these findings raise, proponents of the bookmark method argue that such concerns can be addressed by using a response probability of .67. A crucial part of their argument includes the often-repeated claim that the .67 value corresponds with the maximum information for a correct response, which is believed to be beneficial in some way. In this article, it is shown that this claim is mistaken; that the formula upon which the .67 result is based is incorrect; that (for the relevant measurement model) there is no difference between the information for a correct response, for an incorrect response, or for the item overall; and, more generally, that the “maximize information” approach is based on the wrong likelihood function altogether.

Peer instruction enhanced student performance on qualitative problem-solving questions

2006 ◽  
Vol 30 (4) ◽  
pp. 168-173 ◽  
Author(s):  
Mauricio J. Giuliodori ◽  
Heidi L. Lujan ◽  
Stephen E. DiCarlo
Keyword(s):  
Problem Solving ◽  
Student Performance ◽  
Correct Response ◽  
Multiple Choice ◽  
Incorrect Response ◽  
Peer Instruction ◽  
Short Segment ◽  
Instruction Format

We tested the hypothesis that peer instruction enhances student performance on qualitative problem-solving questions. To test this hypothesis, qualitative problems were included in a peer instruction format during our Physiology course. Each class of 90 min was divided into four to six short segments of 15 to 20 min each. Each short segment was followed by a qualitative problem-solving scenario that could be answered with a multiple-choice quiz. All students were allowed 1 min to think and to record their answers. Subsequently, students were allowed 1 min to discuss their answers with classmates. Students were then allowed to change their first answer if desired, and both answers were recorded. Finally, the instructor and students discussed the answer. Peer instruction significantly improved student performance on qualitative problem-solving questions (59.3 ± 0.5% vs. 80.3 ± 0.4%). Furthermore, after peer instruction, only 6.5% of the students changed their correct response to an incorrect response; however, 56.8% of students changed their incorrect response to a correct response. Therefore, students with incorrect responses changed their answers more often than students with correct responses. In conclusion, pausing four to six times during a 90-min class to allow peer instruction enhanced student performance on qualitative problem-solving questions.

scholarly journals Positive-blank versus negative-blank feedback learning in children and adults

2018 ◽  
Vol 72 (4) ◽  
pp. 753-763 ◽  
Author(s):  
Marjolijn Verburg ◽  
Patrick Snellings ◽  
Maaike Helena Titia Zeguers ◽  
Hilde Maria Huizenga
Keyword(s):  
Negative Feedback ◽  
Correct Response ◽  
Positive Feedback ◽  
Incorrect Response ◽  
Learning Paradigm ◽  
Task Duration ◽  
Feedback Learning ◽  
Short Children

In positive-blank feedback learning, positive feedback is given to a correct response whereas blank feedback is given to an incorrect response. Conversely, in negative-blank feedback learning, blank feedback is given to a correct response and negative feedback to an incorrect response. As blank feedback might be subjectively interpreted as signalling a correct response, negative-blank feedback might be more informative than positive-blank feedback, and thus may result in better performance. However, positive-blank feedback might also be superior as it motivates the learner in lengthy tasks. These “information” and “motivation” accounts were tested in a two-block feedback learning paradigm. In the first block, that is, when the task duration was still short, children but not adults profited more from negative than from positive feedback. The results in children thus support the information account. In the second block, that is, when the task duration had become longer, children and adults profited more from positive feedback, thereby supporting the motivation account. Results are discussed in light of behavioural and neuroscientific theories on feedback learning.

Clubs: A Student-Run Geometry Contest

1982 ◽  
Vol 75 (2) ◽  
pp. 142-143
Author(s):  
Charles G. Ames
Keyword(s):  
High School ◽  
New York ◽  
Correct Response ◽  
Incorrect Response ◽  
Plane Geometry ◽  
Multiple Choice Questions ◽  
High School Math ◽  
Test Speed ◽  
Wide Range ◽  
Speed And Accuracy

In May I970, the Newfane Senior High School Math Club (Newfane, New York) instituted a Plane Geometry Contest which has become an annual affair. The contest, now in its twelfth year, is held in the spring. The examination consists of seventy-one multiple-choice questions and four construction problems. Only for-ty-five minutes are allotted for the test. Speed and accuracy are stressed. The contest is scored by awarding one point for a correct response and deducting one-quarter point for an incorrect response. Unanswered questions are not scored. Although there are four responses listed for each question, occasionally the correct response is not listed, and some questions have incomplete or inconsistent information. The responses are labeled A, B, C, D, with E used for the situations just mentioned. Questions have a wide range of difficulty, with some being straightforward, routine problems, whereas others require a great deal of thought and manipulation.

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