Learning, Transfer, and Retention of Errorless Fading versus Trial-and-Error Teaching

1978 ◽  
Vol 43 (2) ◽  
pp. 553-554 ◽  
Author(s):  
William D. Ellis ◽  
Barbara L. Ludlow ◽  
Richard T. Walls
Keyword(s):  
Discrimination Task ◽  
Learning Transfer ◽  
Trial And Error ◽  
Line Drawings ◽  
Initial Learning ◽  
Fourth Grade Students ◽  
Transfer And Retention ◽  
History Of ◽  
Error Learning ◽  
Versus Trial

Although several investigators have used prompting and fading techniques to teach tasks with few or no errors, there has been disagreement about subsequent transfer and retention as compared with trial-and-error learning. Fourth grade students in an errorless fading condition learned a symbol discrimination task by a prompting and fading program in which relevant characteristics of the line drawings were emphasized. Another group learned the same discrimination by trial-and-error with right-and-wrong feedback. Findings indicated that percentage of errors was less for errorless fading than trial-and-error in initial learning but did not differ during transfer or retention. However, in terms of time, a history of prompting-fading learning did not transfer to trial-and-error learning as well as one of trial-and-error learning.

scholarly journals Deterministic response strategies in trial-and-error learning

2018 ◽  
Author(s):  
Holger Mohr ◽  
Katharina Zwosta ◽  
Dimitrije Markovic ◽  
Sebastian Bitzer ◽  
Uta Wolfensteller ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Cognitive Processes ◽  
Learning Model ◽  
Trial And Error ◽  
Q Learning ◽  
Learning Efficiency ◽  
Stimulus Response ◽  
Initial Learning ◽  
Error Learning ◽  
High Level

Trial-and-error learning is a universal strategy for establishing which actions are beneficial or harmful in new environments. However, learning stimulus-response associations solely via trial-and-error is often suboptimal, as in many settings dependencies among stimuli and responses can be exploited to increase learning efficiency. Previous studies have shown that in settings featuring such dependencies, humans typically engage high-level cognitive processes and employ advanced learning strategies to improve their learning efficiency. Here we analyze in detail the initial learning phase of a sample of human subjects (N = 85) performing a trial-and-error learning task with deterministic feedback and hidden stimulus-response dependencies. Using computational modeling, we find that the standard Q-learning model cannot sufficiently explain human learning strategies in this setting. Instead, newly introduced deterministic response models, which are theoretically optimal and transform stimulus sequences unambiguously into response sequences, provide the best explanation for 50.6% of the subjects. Most of the remaining subjects either show a tendency towards generic optimal learning (21.2%) or at least partially exploit stimulus-response dependencies (22.3%), while a few subjects (5.9%) show no clear preference for any of the employed models. After the initial learning phase, asymptotic learning performance during the subsequent practice phase is best explained by the standard Q-learning model. Our results show that human learning strategies in trial-and-error learning go beyond merely associating stimuli and responses via incremental reinforcement. Specifically during initial learning, high-level cognitive processes support sophisticated learning strategies that increase learning efficiency while keeping memory demands and computational efforts bounded. The good asymptotic fit of the Q-learning model indicates that these cognitive processes are successively replaced by the formation of stimulus-response associations over the course of learning.

The Effects of Guided Discovery and Individualized Instructional Packages on Initial Learning, Transfer, and Retention in Second-Year Algebra

1977 ◽  
Vol 8 (5) ◽  
pp. 359-368
Author(s):  
Christian R. Hirsch
Keyword(s):  
Significant Variation ◽  
Learning Transfer ◽  
Complex Numbers ◽  
Guided Discovery ◽  
Vertical Transfer ◽  
Algebra Students ◽  
Initial Learning ◽  
Transfer And Retention ◽  
Second Year ◽  
Extended Unit

This study compared a guided discovery procedure emphasizing dialectical dialogue, individualized instructional packages using an expository format, and individualized instructional packages using a branching programmed format in teaching an extended unit on the field of complex numbers to 213 second-year algebra students in six high schools. Significant (p<.01p<.01) differences were found favoring the guided discovery group over both the expository package and programmed package groups with respect to initial learning, vertical transfer, and lateral transfer. No significant variation in retention was found among the three groups.

Bonobos

2018 ◽  
Keyword(s):  
19Th Century ◽  
Historical Data ◽  
Line Drawings ◽  
History Of ◽  
The 19Th Century ◽  
First Time

This is a comprehensive, illustrated catalogue of the 200+ marine chronometers in the collections of Royal Museums Greenwich. Every chronometer has been completely dismantled, studied and recorded, and illustrations include especially commissioned line drawings as well as photographs. The collection is also used to illustrate a newly researched and up-to-date chapter describing the history of the marine chronometer, so the book is much more than simply a catalogue. The history chapter naturally includes the story of John Harrison’s pioneering work in creating the first practical marine timekeepers, all four of which are included in the catalogue, newly photographed and described in minute detail for the first time. In fact full technical and historical data are provided for all of the marine chronometers in the collection, to an extent never before attempted, including biographical details of every maker represented. A chapter describes how the 19th century English chronometer was manufactured, and another provides comprehensive and logically arranged information on how to assess and date a given marine chronometer, something collectors and dealers find particularly difficult. For further help in identification of chronometers, appendices include a pictorial record of the number punches used by specific makers to number their movements, and the maker’s punches used by the rough movement makers. There is also a close-up pictorial guide to the various compensation balances used in chronometers in the collection, a technical Glossary of terms used in the catalogue text and a concordance of the various inventory numbers used in the collection over the years.

scholarly journals Developing a Sense of Knowing and Acquiring the Skills to Manage Pain in Children with Profound Cognitive Impairments: Mothers’ Perspectives

2017 ◽  
Vol 2017 ◽  
pp. 1-11 ◽  
Author(s):  
Bernie Carter ◽  
Janine Arnott ◽  
Joan Simons ◽  
Lucy Bray
Keyword(s):  
Mixed Method ◽  
Qualitative Data ◽  
Reflective Learning ◽  
Descriptive Statistics ◽  
Mixed Method Study ◽  
Trial And Error ◽  
Knowledge And Skills ◽  
Pain Diary ◽  
Heterogenous Group ◽  
Error Learning

Children with profound cognitive impairment (PCI) are a heterogenous group who often experience frequent and persistent pain. Those people closest to the child are key to assessing their pain. This mixed method study aimed to explore how parents acquire knowledge and skills in assessing and managing their child’s pain. Eight mothers completed a weekly pain diary and were interviewed at weeks 1 and 8. Qualitative data were analysed using thematic analysis and the quantitative data using descriptive statistics. Mothers talked of learning through a system of trial and error (“learning to get on with it”); this was accomplished through “learning to know without a rule book or guide”; “learning to be a convincing advocate”; and “learning to endure and to get things right.” Experiential and reflective learning was evident in the way the mothers developed a “sense of knowing” their child’s pain. They drew on embodied knowledge of how their child usually expressed and responded to pain to help make pain-related decisions. Health professionals need to support mothers/parents to develop their knowledge and skills and to gain confidence in pain assessment and they should recognise and act on the mothers’ concerns.

Administration of an organization undergoing change

2018 ◽  
Vol 26 (4) ◽  
pp. 691-708
Author(s):  
Abha Chatterjee ◽  
Sasanka Sekhar Chanda ◽  
Sougata Ray
Keyword(s):  
Transaction Cost Economics ◽  
Major Change ◽  
Change Implementation ◽  
Trial And Error ◽  
Organizational Life ◽  
Content Type ◽  
Inadequate Knowledge ◽  
Error Learning ◽  
Organizational Reality ◽  
Practical Implications

Purpose This paper aims to develop conceptual arguments questioning the efficacy of administration by the transaction cost economics (TCE) approach in an organization undergoing a major change. Design/methodology/approach The focus is on three distinct dimensions of organizational life where, as per prior research, TCE is likely to be inadequate: interdependence across transactions, high reliance on managerial foresight and inseparability of administrative decisions made at different points in time. Findings The climate of coercion and surveillance engendered by administration based on TCE approaches – that punishes deviation from goals, even when they are framed on inadequate knowledge – forestalls creative problem-solving that is necessary to address unforeseen developments that arise during change implementation. Fiat accomplishes within-group compliance in the change project sub-teams, but between-group interdependencies tend to be neglected, hampering organizational effectiveness. Moreover, attempts to create independent spheres of accountability for concurrent fiats regarding pre-existing and new commitments breed inefficiency and wastage. Research limitations/implications The malevolent aspects of TCE-based administration contribute to organizational dysfunctions like escalation of commitment and developing of silos in organizations. Practical implications To succeed in effecting a major organizational change, meaningful relaxation of demands for delivering on prior goals is required, along with forbearance of errors made during trial-and-error learning. Originality/value TCE-based administration is deleterious to an organization attempting a major change. Supremacy accorded to resolution of conflicts in distinct hierarchical relationships by the mechanism of fiat fails to address the needs of an organizational reality where multiple groups are engaged in a set of interdependent activities and where multiple, interdependent organizational imperatives need to be concurrently served.

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