Overlearning Reversal Effect with a Number-Classification Task

1985 ◽  
Vol 56 (1) ◽  
pp. 167-170 ◽  
Author(s):  
John Paul Szalai
Keyword(s):  
College Students ◽  
Learning Task ◽  
Classification Task ◽  
Verbal Feedback ◽  
Group Design ◽  
Reversal Effect ◽  
Dimensional Complexity

A significant overlearning reversal effect was found in an experiment using number classification by oddness-evenness as the learning task, 19 college students and graduates as subjects, and both positive and negative verbal feedback as the reinforcer. A randomized two-group design was used. The importance of the dimensional complexity of the learning task in experiments producing overlearning reversal effect is discussed.

The Role of Deployment of Attention in the Overlearning Reversal Effect (ORE) with Aggressive and Nonaggressive Stimuli

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1195-1201 ◽  
Author(s):  
John Paul Szalai ◽  
Morris Eagle
Keyword(s):  
College Students ◽  
Instrumental Response ◽  
Stimulus Dimension ◽  
Neutral Stimulus ◽  
Reversal Shift ◽  
Relevant Stimulus ◽  
Reversal Effect ◽  
Relevant Stimulus Dimension ◽  
Response Errors

The study elucidated the role of deployment of attention in the appearance and magnitude of the overlearning reversal effect (ORE) with simultaneously occurring aggressive and neutral stimulus dimensions in a discrimination reversal-shift paradigm with 60 undergraduate college students. Confirming expectations, significantly larger overlearning reversal effect (ORE) was produced on the number of instrumental response errors and verbalized attentional errors with the less complex and less salient neutral, relevant-stimulus dimension. The findings that greater ORE, as reflected in attentional errors, was observed with the less salient but also less complex neutral stimulus dimension support the attentional explanations of the ORE phenomenon. These results contrast with those observed with traditional geometric stimulus material where greater complexity is associated with greater ORE.

Self-Report as a Validity Check for the Lüscher Color Test

1981 ◽  
Vol 53 (2) ◽  
pp. 545-546 ◽  
Author(s):  
Richard S. Ledford ◽  
William E. Hoke
Keyword(s):  
College Students ◽  
Social Desirability ◽  
Self Report ◽  
Single Group ◽  
Color Test ◽  
Group Design ◽  
Validity Check

20 college students, in a single-group design, participated in a study of the validity of the Luscher Color Test. The objective was to determine whether personality descriptions based on the test would significantly match written statements the subjects selected as self-descriptive. Each subject took the test twice and data from the second testing were analyzed. Later, the same subjects took a self-report test on which they rated 32 statements on a continuum from “characteristics I identify with most” to “characteristics I identify with least.” The results of comparing the two tests showed a greater than chance correspondence between the test descriptions and self-report descriptions. Observed social desirability appears to account for the correlation.

Leveling-Sharpening and Representational Learning

1970 ◽  
Vol 30 (1) ◽  
pp. 211-214
Author(s):  
Donald Fitzgerald ◽  
Heungim O. Hong
Keyword(s):  
College Students ◽  
Associative Learning ◽  
Learning Task ◽  
Delayed Recognition ◽  
Assimilation Model

Performance of college students on the Squares Test was related to immediate and delayed recognition of unfamiliar concept names in a representational learning task. Although previous research has not substantiated predictions from the assimilation model when the task involved associative learning, the present study clearly indicated ( p < .01) the superiority of “sharpeners” to “levelers” in representational learning with the stimulus phrases embedded in prose material and low-meaning response terms.

scholarly journals Caste feel and Personal preference

2019 ◽  
Author(s):  
Naveed Shibli ◽  
Hina Saleem
Keyword(s):  
College Students ◽  
Social Groups ◽  
Response Patterns ◽  
Personal Preference ◽  
Group Design ◽  
High Caste ◽  
Preference Patterns ◽  
Group Belongingness ◽  
Caste Groups

<p></p><p>Caste is a known reality in rural subcontinent. In a randomized group design 265 college students belonging to 13 caste groups selected with a questionnaire for high ’caste feel’,and were given a few other structured questionnaires comprising of the questions about day to day matters for personal preference. It was assumed that caste feel because of integrated heredity transmission, group belongingness, identity, familial or other social or personal reasons may predict some personal preference patterns? Findings reflected visible similarity in participants’ response patterns due to may be a mix of nature and nature and its role in social groups, the information could be useful for varied applications, more studies would clarify further.<br></p><p></p>

scholarly journals Scaling up Heuristic Planning with Relational Decision Trees

2011 ◽  
Vol 40 ◽  
pp. 767-813 ◽  
Author(s):  
T. De la Rosa ◽  
S. Jimenez ◽  
R. Fuentetaja ◽  
D. Borrajo
Keyword(s):  
State Of The Art ◽  
Search Algorithm ◽  
Learning Task ◽  
Classification Task ◽  
Evaluation Functions ◽  
Current State ◽  
Classification Tool ◽  
Search Control ◽  
Planning Problems ◽  
Relational Classification

Current evaluation functions for heuristic planning are expensive to compute. In numerous planning problems these functions provide good guidance to the solution, so they are worth the expense. However, when evaluation functions are misguiding or when planning problems are large enough, lots of node evaluations must be computed, which severely limits the scalability of heuristic planners. In this paper, we present a novel solution for reducing node evaluations in heuristic planning based on machine learning. Particularly, we define the task of learning search control for heuristic planning as a relational classification task, and we use an off-the-shelf relational classification tool to address this learning task. Our relational classification task captures the preferred action to select in the different planning contexts of a specific planning domain. These planning contexts are defined by the set of helpful actions of the current state, the goals remaining to be achieved, and the static predicates of the planning task. This paper shows two methods for guiding the search of a heuristic planner with the learned classifiers. The first one consists of using the resulting classifier as an action policy. The second one consists of applying the classifier to generate lookahead states within a Best First Search algorithm. Experiments over a variety of domains reveal that our heuristic planner using the learned classifiers solves larger problems than state-of-the-art planners.

Effects of Value of Reinforcement upon Expectancy Statements in “Gambling” and Achievement Tasks

1965 ◽  
Vol 20 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Robert W. Bell ◽  
Nancy Jamison
Keyword(s):  
College Students ◽  
Success Rate ◽  
Learning Task ◽  
Random Pattern ◽  
Reward Value ◽  
Systematic Pattern

The effects of probability of reinforcement and reward value on expectancy of success were investigated in both learning and gambling tasks. Forty-eight college students were asked to predict their success rate in correctly anticipating which of four lights would next be turned on. For some Ss the pattern of lights was random. For others a systematic pattern was repeated, permitting learning. Different probabilities of reinforcement effectively varied the level of expectancy, as did the gradual learning of the pattern in the learning task. Amount of reward, using poker chips with cash value, did not significantly alter expectancies of success in either the learning or gambling (random pattern) task. The implications of the results for expectancy theories were discussed.

Knowledge Acquired from Learning: Procedural Cognition and its Declarative Cognizance

1992 ◽  
Vol 74 (1) ◽  
pp. 243-257 ◽  
Author(s):  
Alberto Montare
Keyword(s):  
College Students ◽  
Reversal Learning ◽  
Learning Task ◽  
Learning Processes ◽  
Rule Based ◽  
Abstract Rule ◽  
Level 3 ◽  
Cognitive Hierarchy ◽  
Level 1 ◽  
Level 2

62 college students articulated the procedural cognition acquired during successful learning of both original and reversal-shifts of the discrimination-reversal learning task. Articulations formed a four-level hierarchy of “declarative cognizance” (defined as correct articulation of reinforcement contingencies) as follows: Level 1 having no declarative cognizance, Level 2 of perceptually based cognizance, Level 3 of concrete-rule-based cognizance, and Level 4 of abstract-rule-based cognizance. The plausibility of this cognitive hierarchy is enhanced by observations that increasingly higher levels of declarative cognizance are associated with increasingly faster learning. Mon-tare's 1983 and 1988 concepts of primary and secondary signalization are invoked to account for the learning processes underlying these examples of procedural cognition and the hierarchy of declarative cognizance.

scholarly journals As You Write, It Helps You Listen: An Experiment in TOEFL Preparation Class

AL-TA LIM ◽  
2018 ◽  
Vol 25 (3) ◽  
pp. 199-205
Author(s):  
Nyak Mutia Ismail ◽  
Fera Busfina Zalha
Keyword(s):  
College Students ◽  
Experimental Studies ◽  
Learning Rate ◽  
Single Group ◽  
Group Design ◽  
Attitude And Motivation

This study aims to test whether using the technique named keeping-journals during the TOEFL preparation class is beneficial for the listening section part A of the test. The quantitative pretest-posttest method used in this study involves single-group design consisting of 36 fifth semester college students at Syiah Kuala University, Aceh, Indonesia. The result is considered essential since, practically, TOEFL tutors need to bring TOEFL learners to keep track on their learning rate on their own; hopefully, the result can best suit the theoretical gap since there have been only few experimental studies conducted on Listening Section of TOEFL through journal-keeping. The findings approved that the Ha is accepted for the tvalue is 1.90 (df 34, α=0.05, -2.02 ≤ t ≥ 2.02 ). It is also significant for the sigvalue is 0.7 (sigvalue ≥ α=0.05). In conclusion, the technique does help the learners in tackling problems they face in Listening section on TOEFL part A as it enhances their listening performance, attitude, and motivation.

EFFECTS OF CONFEDERATE AND SUBJECT GENDER ON CONFORMITY IN A COLOR CLASSIFICATION TASK

1994 ◽  
Vol 22 (4) ◽  
pp. 355-364 ◽  
Author(s):  
Charles A. Collin ◽  
Fred Di Sang ◽  
Rajesh Malik
Keyword(s):  
College Students ◽  
Gender Difference ◽  
Classification Task ◽  
Color Classification ◽  
Emotional Sensitivity ◽  
Female Subjects

Thirty-four college students were asked to classify ambiguous colors (e.g., blue-green) into their components (e.g., blue or green). They did this first while alone and later with confederates who opposed their previous answers. It was found that most subjects conformed to some degree, with results matching those of classic conformity studies. An ANOVA indicated that female subjects conformed more than males, but that there were no differences based on the gender of the confederates. An interpretation based on superior female emotional sensitivity is offered as an alternative to past explanations of this recurring gender difference.

Sleep Stages and Verbal Memory

1974 ◽  
Vol 39 (3) ◽  
pp. 1023-1030 ◽  
Author(s):  
Vincenzo Castaldo ◽  
Victor Krynicki ◽  
Jared Goldstein
Keyword(s):  
College Students ◽  
High School ◽  
Rem Sleep ◽  
Verbal Memory ◽  
Sleep Stage ◽  
Learning Task ◽  
Sleep Pattern ◽  
Sleep Stages ◽  
Paired Associates ◽  
Delta Sleep

Two experiments were performed in an attempt to relate sleep stages with overnight memory of consonant trigrams and paired-associates. In Exp. 1, a 20-min. learning task before sleep did not alter sleep patterns of a group of high school and college students. Further, neither delta sleep nor REM sleep nor their interaction reliably correlated with recall in the morning. In Exp. 2, the effect of pharmacological alteration of the sleep pattern was assessed. Despite a large suppression of REM sleep and concomitant elevation of stage 2, recall and relearning in the morning were not different from non-drug values. These results indicate that no sleep stage is uniquely favorable or unfavorable to verbal memory.

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