Learning: IV. Experimental Studies of Learning.

Abstract

THE GENERAL CHARACTER OF STUDIES OF THE LEARNING PROCESS * Ttsr OAtirreo THIS *rce.K. FIGURE 4 SAMPLE PERFORMANCE CURVES TOR RECEIVING TELEGRAPHIC MESSAGES (Prom W. L. Bryan and N. Hatter's "Studies in the Physiology and Psychology of the Telegraphic Language," Psychol. Rev., 1899.

The effect of punishment on discrimination learning in a non-correction situation.

“…The means and standard errors of the means for the three groups in the order mentioned were 60 ± 4.2, 60 ± 4.7, and 57 ± 4. [5][6] Method in learning -problem.-The regular learning series was begun on Day 5. The shockright animals received both shock and food if they responded to the lighted alley and 'nothing' in the dark alley; the shock-wrong animals were shocked in the dark alley and received food in the lighted alley; the no-shock animals were rewarded for a response to the light and frustrated for responding to the dark.…”

“…The animal must continue over the grid in a forward direction toward the stimulus cue. (5) The total distance traveled by an animal in the course of a run following a choice is constant for all animals and for all trials. Since no withdrawal is possible, the animal, having entered an alley, must traverse its full length into the goal box where it may or may not be rewarded.…”

The role of recess in children's cognitive performance

“…(Hunter, 1929; we acknowledge Harold Stevenson for pointing out the relevance of the massed versus distributed practice literature to us). Generally, massed versus distributed practice focuses on spacing effects: Given an amount of study time, spaced presentations of subject matter is learned better than when those same presentations are separated by shorter intervals (Dempster, 1988).…”

“…Further, do breaks facilitate attention and learning across participants or are they more beneficial to some than others? The old literature on massed versus distributed practice suggests that for adults (e.g., Hunter, 1929) and primary school children (Toppino & DiGeorge, 1984), breaks are selectively, not generally, beneficial. The specificity of this effect, as well as its Interaletive effect with age, certainly merits further study.…”

The generalization of conditioned responses. IV. The effects of varying amounts of reinforcement upon the degree of generalization of conditioned responses.

“…allied stimulus, or by a number of single unreinforced applications of different members of a series of allied stimuli at infrequent intervals of days or weeks, led to a rapid development of differentiation" (p. n7)-From the standpoint of psychological theory, however, the first method is of considerable significance. If experimental work on the problem of generalization is to furnish material for the theoretical analysis of transfer of training, as Hunter (17) has suggested, this aspect is of pronounced importance. We already have material concerning the relationship between the degree of learning and the amount of transfer in the experiments of VViltbank (27), Jackson (18), and others, but lack comparable studies employing conditioned response methods.…”