Incidental learning was measured at various stages of intentional learning. Results indicated the best performance on the incidental learning task took place at the initial and terminal stages of intentional learning. It was hypothesized that Ss respond to a number of irrelevant stimuli at the onset of a problem, thereby experiencing more of the problem's incidental aspects. As behavior becomes increasingly dependent upon relevant cues, sampling of the irrelevant (incidental) cues is minimized. Incidental learning decreases, therefore, Ss training increases. This process occurs to a point, then reverses. When the task set by E is seen as mastered, S begins seeking additional information from the stimuli present, resulting again in considerable incidental learning. The results and proposed explanations were believed to be in accordance with an earlier study by Bahrick (1957).
subdisciplinary journals examined by Friman et al.; this percentage was fairly constant across the entire 16-year period we examined. This finding suggests that many psychologists are operating within other camps reflected in the remaining 97% of citations. Obvious candidates include neuroscience, life span developmental psychology, personality and environmental assessment, evolutionary psychology, and behavioral genetics. Although some or all of these camps may be infused with the influence of the cognitive, behavioral, or psychoanalytic schools of thought, this assertion must be directly supported by evidence other than that provided by Friman et al.
Stimulus conditions involved in a discriminative operant leaming situation were manipulated to determine which cues were being responded to in order to solve the problem. In a situation where the SD and Sil. periods were of equal length and where a bar press resulted in a click of the feeder mechanism only during the SD period it was found that time interval and/or whether or not a bar press resulted in a pellet of food were utilized by S more so than the cue light or the click of the feeder mechanism.
Sixty Ss were divided into two groups to be criterion trained or overtrained on a probability matching problem. The probabilities used were 90:10, 80:20, and 70:30. After the training period these were reversed to become 10:90, 20:80, and 30:70 for the occurrence of the same objects. The overlearning reversal effect was demonstrated in that overtrained groups reversed significantly faster than criterion groups.
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