The effects of labeling upon hypothesis-testing behavior

Abstract

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.