Effects of the temporal relationship of feedback and stimulus information upon discrimination-learning strategies

Gholson, Barry; Phillips, Sheridan; Levine, Murray

doi:10.1016/0022-0965(73)90093-3

Cited by 20 publications

(14 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Keeping the stimulus in view for a few seconds after the feedback should facilitate learning. This hunch was supported by a later study (Gholson, Phillips, & Levine, 1973). : We, along with Barry Gholson (Gholson, Levine, & Phillips, 1972), incorporated these changes in a study with second-, fourth-, and sixth-grade children and with college students (50 at each age level).…”

Section: The Child Project: Developmental Investigation Ofmentioning

confidence: 87%

“…solved the problem) when we observe how frequently he keeps the same H when told "correct." Usually, children virtually al-!ways keep the same H in this circumstance I (see all age levels in Gholson et al, 1972, ;1973). However, a true "describer" should [repeat the same verbalization after a "corirect" only by chance, even during the crijterion run.…”

Section: Introtacts From Childrenmentioning

confidence: 99%

See 1 more Smart Citation

Probing for hypotheses with adults and children: Blank trials and introtacts.

Phillips

Levine²

1975

Journal of Experimental Psychology: General

Self Cite

View full text Add to dashboard Cite

This paper discusses two probe techniques (blank trials and introtacts) in explorations of problem solving by adults and children. Originally, the blank-trial probe was developed by Levine (1966) to detect the nature of adults' processing in discrimination-learning tasks; it consists of a series of no-feedback ("blank") trials which are inserted between each feedback trial. This probe yielded extremely orderly data and directly validated an emerging theory of human discrimination learning, hypothesis (H) theory. Blank-trial probes clearly demonstrated that adults do employ and test Hs in a systematic fashion.The blank-trial probe was then employed to investigate developmental aspects of H theory. Gholson, Levine, and Phillips (1972) discovered that most elementary-school children actively employ and test Hs in discrimination-learning problems. With a slight modification of Levine's (1966) stimuli, blank trials also enabled the detection of systematic response patterns in kindergarten children which were not predictions about the task. Analysis of developmental blank-trial data yielded a comprehensive expansion of H theory. It is clear that people select H& according to some general plan (a System). Examining the Systems employed at different age levels indicated a developmental continuum of sophistication. Both qualitative and quantitative changes occur in problem-solving styles.Although the blank-trial probe has been a useful tool, it is methodologically cumbersome. The search for an alternative probe technique led to the introtact, a verbal report of an H. Karpf and Levine (1971) compared the two probe conditions in adults. They demonstrated that introtacts were valid probes for Hs and that neither type of probe affected the problem-solving process.Phillips (1974) explored similar questions with children. She developed a procedure, appropriate for use with children, which yielded valid H data via introtacts. Phillips' results suggested that H theory is basically correct in its portrayal of the problem-solving process. However, she found that the use of probes does affect younger (second-grade) children's processing. Blank trials produce somewhat more stereotypic responding by these children, whereas introtacts facilitate problem solving (both relative to a control condition). Sixthgraders' performance is unaffected by probe condition. The implications of these findings for H theory, developmental theory, and developmental research are discussed.

show abstract

Section: The Child Project: Developmental Investigation Ofmentioning

confidence: 87%

Section: Introtacts From Childrenmentioning

confidence: 99%

Probing for hypotheses with adults and children: Blank trials and introtacts.

Phillips

Levine²

1975

Journal of Experimental Psychology: General

Self Cite

View full text Add to dashboard Cite

show abstract

“…Strategies are systematic plans for testing solution-related hypotheses. The most efficient strategy for solving problems described in this study is the focusing strategy (Gholson, Phillips, & Levine, 1973), and it has been demonstrated that this is a typical strategy used by college students (Gholson, Levine, & Phillips, 1972;Gholson et al, 1973). When using the focusing strategy, subjects code as possible answers to a problem all of the values in the first positive stimulus instance and on successive outcome trials eliminate irrelevant information from this hypothesis set.…”

mentioning

confidence: 99%

Examination of the effects of state anxiety on problem-solving efficiency under high and low memory conditions.

Gross

Mastenbrook²

1980

Journal of Educational Psychology

View full text Add to dashboard Cite

“…Previous research by Eimas (1970) and by Gholson, Phillips, and Levine (1973) has attempted to affect the coding and recoding of H information by using perceptual aids. Both Eimas and Gholson et al found that subjects' consistency in not selecting Hs that had been previously eliminated was facilitated by aids that reduced memory demands associated with coding and recoding.…”

mentioning

confidence: 99%

The effects of labeling upon hypothesis-testing behavior

Sebby

Witte

1980

Bull. Psychon. Soc.

View full text Add to dashboard Cite

The effects of labeling upon the consistency and the efficiency with which 40 college students test hypotheses were investigated. Subjects labeled after positive, negative, or positive and negative feedback, or they did not label. Negative feedback was experienced following the first, second, or third outcome trial of each problem. More extensive labeling was found to facilitate the consistency with which subjects tested hypotheses. However, hypothesis·testing efficiency was reduced by more extensive labeling. The results were interpreted as reflecting differential processing demands.

show abstract

Effects of the temporal relationship of feedback and stimulus information upon discrimination-learning strategies

Cited by 20 publications

References 21 publications

Probing for hypotheses with adults and children: Blank trials and introtacts.

Probing for hypotheses with adults and children: Blank trials and introtacts.

Examination of the effects of state anxiety on problem-solving efficiency under high and low memory conditions.

The effects of labeling upon hypothesis-testing behavior

Contact Info

Product

Resources

About