Relationships of Awareness to Verbal Learning Efficiency and Meaning Change
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The general relationship of awareness to learning efficiency was investigated in a 2 × 2 factorial design with 20 Ss in each of four groups. Classical conditioning of meaning and verbal operant conditioning procedures were studied under two sets of instructions: one stated vague experimental purposes and the other, exact purposes. Ss' awareness of experimental procedures and purposes was measured Results indicated that with both classical and operant conditioning change in meaning occurred without awareness by Ss. A classical conditioning explanation of change in meaning was supported, but an operant conditioning explanation of change in terms of response frequency was not strengthened.
1978 ◽
Vol 46
(3)
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pp. 823-829
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1914 ◽
Vol 90
(619)
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pp. 349-355
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1944 ◽
Vol 90
(380)
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pp. 753-760
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2015 ◽
Vol 1120-1121
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pp. 1109-1114
1956 ◽
Vol 23
(1)
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pp. 120-125
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