1973
DOI: 10.1016/0022-0965(73)90093-3
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Effects of the temporal relationship of feedback and stimulus information upon discrimination-learning strategies

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1974
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Cited by 20 publications
(14 citation statements)
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“…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%
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“…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%
“…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%
“…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%