The effect of monetary incentive in paired associate learning using an absolute method

Harley, Willard F.

doi:10.3758/bf03343063

Cited by 27 publications

(4 citation statements)

References 4 publications

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“…It is likely that Ss spent the most time studying the material in the concept-judging task, less time in the handwriting task, and least time in the vowel cross-out task. There is fairly conclusive evidence that the amount learned is a positive function of total amount of time the material is studied (Bugelski, 1962;Harley, 1965). Therefore, these results do not unambiguously support the organizing response hypothesis.…”

contrasting

confidence: 44%

The influence of perceptual organizing responses on recall

Harley

Cole

1968

Psychon Sci

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contrasting

confidence: 44%

The influence of perceptual organizing responses on recall

Harley

Cole

1968

Psychon Sci

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“…Important or easily stored information is likely to be given preference. For example, Harley (1965) has shown in a mixed-list design that pairedassociate items given high monetary payoffs are selectively attended in preference to items given low payoffs. Information selection will also be governed by the degree to which the incoming material is already known.…”

Section: Storage Processesmentioning

confidence: 99%

Storage and retrieval processes in long-term memory.

Shiffrin¹,

Atkinson²

1969

Psychological Review

393

195

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Describes a theory of human memory in which a distinction is made between 3 memory stores: the sensory register, and the short- and long-term stores. Primary emphasis is given to the processes by which information is stored in and retrieved from the long-term store, a store which is considered to be a permanent repository for information. Forgetting and related phenomena are attributed to a failure of the retrieval process, in which the search through some memory area becomes less efficient as new information is placed in it. Storage and retrieval in the long-term store are conceived of as parallel processes, one mirroring the other, and each is divided into 3 stages for conceptual clarity. The memory trace is viewed as an ensemble of information stored in some memory location, the location of storage determined largely by the components of the ensemble itself. The ability of the system to cope with diverse phenomena is demonstrated by a number of selected experimental paradigms. (2 p. ref.)

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“…Their S group was heterogeneous; the response measure used was number correct. Harley (1965) and Keller, Cole, Burke, & Estes (1965) found no effect of monetary reinforcement on the learning of college student Ss. On the other hand, Kanfer & Matarazzo (1959) reported that student nurses reached criterion on a paired-associate task significantly more slowly when reinforced with nonredeemable poker chips than they did when chips could be redeemed for gifts.…”

Section: Discussionmentioning

confidence: 99%