Birth Order and Relative Effectiveness of Social and Nonsocial Reinforcers

1973 ◽  
Vol 36 (1) ◽  
pp. 35-38 ◽  
Author(s):  
George H. Hines
Keyword(s):  
Birth Order ◽  
Probability Learning ◽  
Relative Effectiveness ◽  
Learning Task ◽  
Social Reinforcement ◽  
Probability Learning Task ◽  
Social Reinforcers ◽  
Social Dependence ◽  
The Relationship ◽  
Better Than

Undergraduates were administered a probability learning task to determine the relationship between birth order and the relative effectiveness of social and nonsocial reinforcers. Firstborn individuals performed better than later-born Ss under social reinforcement conditions. Over-all, social reinforcers enhanced performance more than nonsocial reinforcers. Findings were interpreted as supporting greater social dependence of firstborns.

Birth Order and Perceptual Motor Performance

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1076-1078 ◽  
Author(s):  
John E. Bassett ◽  
Edward B. Blanchard ◽  
William F. Gayton ◽  
Kenneth L. Ozmon
Keyword(s):  
Birth Order ◽  
Motor Coordination ◽  
First Graders ◽  
Perceptual Performance ◽  
Developmental Test ◽  
Perceptual Motor Performance ◽  
Visual Motor ◽  
The Relationship ◽  
Secondary Finding ◽  
Better Than

To examine the relationship between performance on the Frostig Developmental Test of Visual Perception and birth order, 578 first-graders were tested. Later-born children performed significantly better than did firstborns on specific subtests of the Frostig (Visual-motor Coordination and Figure-ground Perception). There was a significant interaction on Perceptual Constancy which indicated that later-born males performed significantly better than did firstborn males. A secondary finding was a r of .547, a stronger relationship between intelligence level and global perceptual performance than previously reported.

Learning of Negative Cue Validities as a Function of Statistical Sophistication and Instruction

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1095-1101 ◽  
Author(s):  
J. A. Sniezek ◽  
A. L. Dudycha ◽  
N. W. Schmitt
Keyword(s):  
Decision Making ◽  
Probability Learning ◽  
Learning Task ◽  
Learning Processes ◽  
Linear Functions ◽  
Theoretical Probability ◽  
Probability Learning Task ◽  
Human Decision ◽  
Negative Rule

The effects of cue-criterion instructions on subjects' achievement, consistency, and matching were examined. The probability-learning task involved two cues which were negatively related to the criterion. Subjects varied in their degree of mathematical training prior to the experiment. On all measures, mathematical sophistication enhanced rate of performance. Increasingly detailed information about cue-criterion relationships and negative linear functions greatly improved level of achievement, demonstrating that subjects can immediately utilize a negative rule if given thorough instruction. Results are discussed with respect to their implications concerning theoretical probability-learning processes and suggestions for improving human decision-making in probabilistic environments.

Learning conditional frequencies in a probability learning task

1981 ◽  
Vol 47 (3) ◽  
pp. 229-243 ◽  
Author(s):  
Gordon F. Pitz ◽  
Judith A. Englert ◽  
Kenneth Haxby ◽  
Lock Sing Leung
Keyword(s):  
Probability Learning ◽  
Learning Task ◽  
Probability Learning Task

Effects of Internal and External Control of Reinforcement on Binary-Choice Probability Learning

1972 ◽  
Vol 30 (1) ◽  
pp. 255-260
Author(s):  
Marion Jacobs ◽  
Norman Tiber
Keyword(s):  
Probability Learning ◽  
Personal Control ◽  
Learning Task ◽  
External Control ◽  
Binary Choice ◽  
Choice Probability ◽  
Frequent Event ◽  
The Difference ◽  
And Performance ◽  
The Relationship

This study investigated the relationship between belief in one's ability to control reinforcements and performance in a binary-choice probability-learning situation under varying conditions of risk. The probability-learning task required S repeatedly to predict whether a red or green bulb would light up next. Red was programmed to occur 75% of the time. The sequence was random and not contingent upon Ss' responses. Rotter's Internal-External scale was used to select Ss who generally believed reinforcements were affected by their own behavior (internals) to compare with individuals who believed that most reinforcements were beyond personal control (externals). The conditions of risk were no-payoff, win or lose, win or break even, lose or break even, and reverse (lose for a correct guess and break even for an incorrect one). Performance on the reverse condition differed from all others, with Ss selecting the objectively more frequent event significantly less often. The difference resulted from the behavior of male externals and female internals, who predicted the less frequent event to avoid loss of chips. This is discussed within the framework of social learning theory.

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