The influence of certain prior conditions upon learning.

Abstract

It is a common assumption that the learning process is influenced by such illusive bodily and mental conditions as moods, attitudes, or sets, but the problem of devising a laboratory technique for controlling these conditions has proved particularly difficult. In two previous investigations, 1 one of the writers attempted to exercise some degree of control over the bodily and mental attitudes with which the subjects approached a given task by introducing prior to learning and to recall certain mental and physical warming-up exercises or by attempting to arouse a certain apperceptive system, set, disposition, or trend prior to learning and to recall. The objective data of these experiments seemed to point unequivocally to the fact that the prior conditions mentioned had little or no influence upon learning, but that, under certain conditions, these same factors may influence subsequent recall.The purpose of the present investigation was to obtain further data upon the relation of conditions prior to learning efficiency, and to employ a variety of conditions antecedent to the learning test. The purpose of the prior conditions was to arouse a certain emotional mood or set, and two different techniques were employed. In the first instance, we attempted to arouse an emotional set of joy or of sadness, by introducing prior to learning two different kinds of stories. The first kind, adapted from All Quiet on the Western Front, by Erich Maria Remarque, and Beyond the * The writers are indebted to Mr. William T. Roever for assistance in collecting a part of the data.1 P. L. Whitely, The dependence of learning and recall upon prior mental and .Physical conditions, /. Exper. Psych., 1924, 7, 420-428. , The dependence of learning and recall upon prior intellectual activities, /. Exper. Psych.,

The Impact of Proactive Behaviors of Vocational College Teachers on Teaching Performance: The Mediating Role of Organizational Support Perception

“…The concept of proactivity, rooted in the field of experimental psychology, can be traced back to the 1930s, defined as the conflict between early and later learning performances (Whitely & Blankfort, 1933). Proactive behavior, also translated as proactive action, positive behavior, forward-looking behavior, or innovative proactive behavior, lacks consensus in its definition (K. He, 2021;Y.…”

“…According to Whitely and Blankfort's (1933) theory of proactivity, there exists a conflict between early and later learning performances. Research indicates a positive correlation between specific proactive behaviors and individual performance assessed by supervisors or employees (Grant et al, 2009).…”

Learning and retention of verbal materials.

“…On studies of other temporal variables see Cason(34),Maslow (136), Ribsskog(182), and Seibert(189) 14. See, also, Balken(7),Barr and Park (10), Briggs and Jordan (21), Haefner (79), Thisted and Remmers (207), Thorndike and Rock(216), and Whitely and Blankfort(233). Compton and Young (39) report, under the heading of ' set,' work which is closely related to both memory span and delayed reaction 15.…”

“…For experimental work under the relativity attitude, see Crafts(42),Davis and Meenes (46), G. O. McGeoch(137,139), Seibert(189),Stroud and Ridgeway (206), and Winz(237,238). "Freeman (71), Maslow(135), Pessin(171,172), Seibert(189), and Whitely and Blankfort(233).…”