The present experiment was conducted to study possible differences in the overtraining reversal effect (ORE) as a function of whether the discrimination task is simultaneous or successive. None of the recent reviews (Paul, 1965;Mackintosh, 1965;Sperling, 1965) of the ORE deal specifically with the ORE in the successive discrimination. However, a recent mathematical theory by Lovejoy (1966) which is an extension of Mackintosh's (1965) attention theory would seem to make a differential prediction. One of the deductions from this theory is that the greater the difficulty of the initial discrimination the greater the magnitude of the ORE. Since it is generally found thatthe successive discrimination is more difficult than the simultaneous (Spence, 1952;Lipsitt, 1961;Loess & Duncan, 1952) Lovejoy's theory would seem to predict a greater ORE in the successive discrimination. The present study was conducted to test this possibility. Method Apparatus. The apparatus was a vertically mounted display panel 35 in. x 36 in. made from 1/2-in. plywood. Two stimulus apertures 8-1/4 in. x 10 in. separated by a 1/2-in. woodstrip were centered on the display panel. Directly below each stimulus aperture and 2-1/2 in. from the base of the display panel were two spring-held plungers that S pulled to indicate his choice. Atthe lower left-hand side 4-1/2 in. from the left side and 1-1/2 in. from the base was a slot 3 in. x 1 in. through which reinforcers could be delivered into a small cup. The stimuli were black squares mounted on white cards. In the simultaneous group a 2-in. square was paired with a 4-in. square. During presentation the position of the large square relative to the small one varied from right to left. For the successive group the 2-in. squares were paired in one setting, while two 4-in. squares were paired in the second setting.Procedure. Each child was run individually and sat faCing the display board so that the stimulus cards appeared directly before him and the plungers were within easy reach. S was instructed that he was to play a game in which he would be shown cards with squares on them. As a card came into view, he was to choose one square or the other and then pull the plunger beneath. If correct, he would receive a marble; if incorrect, no marble would be given. The game was to see how soon S could get a marble every time. Following the instructions E presented the stimulus cards from behind the display board, recorded all responses, and delivered
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