Contingent associations and the double-function, verbal-discrimination task

All Ss received training on a verbal discrimination task with E reinforcing correct responses. After training to a 60% criterion E ceased administering reinforcement and Ss were instructed to reinforce themselves after correct responses. Ss were divided into internal and external locus of control groups; during the self-reinforcement phase, half of each group received the same stimuli as during training and half received a generalization set. There were no differences between internals and externals in total self-reinforcement used or in its correctness. Internals made fewer correct responses and gave more incorrect self-reinforcement despite a lack of differences in initial learning. Results and implications were discussed in terms of the identification and establishment of reinforcement contingencies by the two locus of control types.

Download Full-text

Retroactive Inhibition and Spontaneous Recovery in a Contingent Verbal Discrimination Task

Psychological Reports ◽

10.2466/pr0.1973.32.2.443 ◽

1973 ◽

Vol 32 (2) ◽

pp. 443-450

Author(s):

Donald J. Lehr ◽

John F. Netti

Keyword(s):

Retention Interval ◽

Present Experiment ◽

Discrimination Task ◽

Spontaneous Recovery ◽

Paired Associate ◽

Verbal Discrimination ◽

Frequency Theory ◽

Retroactive Inhibition ◽

Recall Data ◽

Response Set

A primary purpose of the present experiment was to examine retroactive inhibition and spontaneous recovery by employing a task which combines aspects of paired-associate and verbal-discrimination learning. The design was a 3 × 2 independent groups factorial manipulating type of interpolated learning and length of the retention interval. There were 14 Ss in each of the six groups. Significant retroactive inhibition was found in one condition and an absolute temporal increase in List-1 recall in another; however, the interaction of Condition × Retention Interval was not significant. Acquisition and recall data are discussed primarily in terms of frequency theory and response-set interference.

Download Full-text

Single-Item Recognition following Verbal Discrimination Study And/Or Test Trials

Psychological Reports ◽

10.2466/pr0.1979.44.2.491 ◽

1979 ◽

Vol 44 (2) ◽

pp. 491-498

Author(s):

Robert W. Newby

Keyword(s):

Discrimination Learning ◽

Discrimination Task ◽

Item Recognition ◽

Verbal Discrimination ◽

Single Item ◽

Verbal Discrimination Learning

This experiment assessed further single-item recognition following verbal discrimination learning by varying the number of study and test trials presented during the initial verbal discrimination task. Two study periods (1 and 2 study trials) and three test periods (0, 1, and 2 trials) were factorially combined to yield six experimental groups. Increasing the test periods increased recognition of the prior words to be verbally discriminated as old items. Although subjects could identify the prior function of the old items, the variables did not increase or decrease this ability.

Download Full-text

Learning to learn in verbal discrimination learning with single- and double-function lists.

Journal of Experimental Psychology ◽

10.1037/h0033900 ◽

1973 ◽

Vol 97 (2) ◽

pp. 182-188

Author(s):

John H. Mueller ◽

Roy T. Bamber ◽

Dennis J. Lissa

Keyword(s):

Discrimination Learning ◽

Verbal Discrimination ◽

Learning To Learn ◽

Verbal Discrimination Learning ◽

Double Function

Download Full-text

Translations as Interpair Right and Wrong Items in Double-Function Verbal Discrimination Learning

Psychological Reports ◽

10.2466/pr0.1976.38.1.247 ◽

1976 ◽

Vol 38 (1) ◽

pp. 247-250

Author(s):

Robert W. Newby

Keyword(s):

Discrimination Learning ◽

Mixed List ◽

Poor Performance ◽

Verbal Discrimination ◽

Superior Performance ◽

Verbal Discrimination Learning ◽

Single Function ◽

Double Function ◽

Intermediate Performance

60 subjects learned one of five verbal discrimination lists, a Spanish single-function, an English single-function, a mixed double-function, a Spanish double-function, or an English double-function. The results indicated superior performance on the single-function lists, intermediate performance with the mixed list, and poor performance on the two double-function lists. The results indicated that translations are of intermediate similarity when used as interpair right and wrong items in verbal discrimination learning.

Download Full-text