Confirmation of the stubborn-error effect in human multiple-choice verbal learning

Marx, Melvin H.; Marx, Kathleen

doi:10.3758/bf03329604

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…Related to this is the interesting ®nding that the correct-and-sure answers are executed approximately one second faster than the wrong-but-sure answers. Arnberg et al (1983) also found some evidence of a resistance to change of sure-but-wrong responses, supporting the ªstubborn-errorº effect reported earlier by Marx and Marx (1980).…”

Section: Some Effects Of Self-assessment On Knowledgesupporting

confidence: 61%

The concept of knowledge and how to measure it

Hunt

2003

Journal of Intellectual Capital

193

138

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Knowledge is often de®ned as a belief that is true and justi®ed. This de®nition has led to its measurement by methods that rely solely on the correctness of answers. A correct or incorrect answer is interpreted to mean simply that a person knows or does not know something. Such methods of measurement have serious de®ciencies that can be alleviated by expanding the de®nition of knowledge to include the test-taker's certainty. The person's certainty about the answers on a test captures important, but now neglected, dimensions of knowledge. Historical roots of certainty as an essential component of knowledge, and some practical bene®ts of including it, are discussed. An epistemetric method is described which allows people to indicate ªHow sure are you?º about the correctness of each of their answers. A computer analysis of the person's answers and self-assessment certainty responses provides multidimensional scores about a person's knowledge that remedy some de®ciencies of knowledge assessment and achievement tests now employed.

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Section: Some Effects Of Self-assessment On Knowledgesupporting

confidence: 61%

The concept of knowledge and how to measure it

Hunt

2003

Journal of Intellectual Capital

193

138

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“…We consider those demographic description as the reason in the creation of, what we call, stubbornness, to learn from failures. Regarding the stubbornness and as the finding of study from Marx and Marx (1980), high school student's age range and graduates often repeat a particular error which is more likely often to recur prior to the successive one.…”

Section: Resultsmentioning

confidence: 99%

Narcissism, Entrepreneurial Learning and Entrepreneurial Failure

Rahman¹,

Amalia²

2020

JDM

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This study evidences that psychological construct in terms of narcissistic behavior through an excessive use of social media will not boost entrepreneurs to learn from past failure experiences in business. By considering excessive narcissism through social media as a personality disorder, this study examines it as a possible cause of entrepreneurial failure. The study uses data from two sets of questionnaire with one hundred and fifty failed entrepreneurs. Analysis is quantitatively undertaken with Structural Equation Modelling/SEM and is supported by the result of Narcissistic Personality Inventory-16/NPI-16 questionnaire which reflects the degree of respondents’ narcissistic behavior. The study infers that the greater narcissistic behavior entrepreneurs has, even with the presence of entrepreneurial learning from the past failures, may lead entrepreneurs to experience subsequent failure. Stubbornness and hypocrisy are two reasons behind this. Therefore, entrepreneurs should be aware of their negative character-personality and psychological aspects when performing entrepreneurial processes.

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“…This tendency, labeled the stubborn-error effect (SEE), has been demonstrated in a number of previous verbal learning studies (e.g., Kim, Marx, & Qroyles, 1981;Marx, 1971;Marx & Marx, 1980;Marx, Witter, & Mueller, 1972).…”

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confidence: 97%

Transfer as a function of shifts in task difficulty in verbal discrimination learning

Kim

Broyles

Marx

1981

Bull. Psychon. Soc.

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This study investigated the relationship between transfer of training and shift in task difficulty for verbal discrimination learning. Also, it attempted to determine whether there are any differences in the tendency to make persistent errors in the two transfer conditions. Task difficulty was manipulated by varying the number of word alternatives, with either two words (easy task) or four words (hard task) in each word presentation set. Two lists, each with 26 sets of words, were presented for five trials. Each word set was shown for 1 sec, followed by 3 sec for response and 1 sec for feedback. A positive transfer effect in the hard-easy shift and a tendency toward negative transfer in the easy-hard shift were found. Transfer of training from one level of task difficulty to another has been investigated in a number of studies. A common fmding is that there is substantial positive transfer from the harder to the easier task and some negative transfer from the easier to the harder task. This result has been most often obtained for motor skills (Gibbs, 1954;Szafran & Welford, 1950), but Green (1955) found no difference in a tracking task. Also, as Helson (1964) has pointed out, there is no basis for accepting the generality of the relationship, because opposite results have also been reported (e.g., by Bevan & Saugstad, 1955, using a psychophysical weight discrimination task, and by Lawrence, 1952, working with visual discrimination in animals).The primary purpose of this experiment was to investigate the relationship between transfer of training and the shift in task difficulty (e.g., hard to easy or easy to hard) for verbal discrimination learning (VDL). Positive transfer from VDL to paired associate learning has been reported (Battig & Huang, 1971), and the effectiveness of prior learning-to-Iearn experience has been demonstrated (Mueller, Bamber, & Lissa, 1973;Mueller, Hughes, & Pickering, 1974). Positive transfer over several verbal lists, whether of the same or different type, has also been shown (Underwood, Shaughnessy, & Zimmerman, 1972). However, the nature of the transfer effect resulting from shifts in difficulty in verbal materials remains to be determined. Thus, the particular experimental question with which this research is concerned is this: Does the same relationship as has been demonstrated for motor-skill learning (positive transfer for hard to easy shifts and negative transfer for easy to hard shifts) also hold for VDL?A secondary objective of the research was to determine whether there are any differences in the tendency to make persistent, successive errors in the two transfer conditions. This tendency, labeled the stubborn-error effect (SEE), has been demonstrated in a number of previous verbal learning studies (e.g., Kim, Marx, & Qroyles, 1981;Marx, 1971;Marx & Marx, 1980; Marx, Witter, & Mueller, 1972). METHOD SubjectsThe subjects were 17 male and 37 female students from the introductory psychology course at the University of MissouriColumbia. They were given credit for participating in...

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Confirmation of the stubborn-error effect in human multiple-choice verbal learning

Cited by 4 publications

References 5 publications

The concept of knowledge and how to measure it

The concept of knowledge and how to measure it

Narcissism, Entrepreneurial Learning and Entrepreneurial Failure

Transfer as a function of shifts in task difficulty in verbal discrimination learning

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