The presolution paradox in discrimination learning.

Levine, Murray; Yoder, Robert M.; Kleinberg, Joel

doi:10.1037/h0026058

Cited by 9 publications

(11 citation statements)

References 7 publications

(10 reference statements)

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“…In summary, this experiment confirms earlier data regarding suppression below chance of presolution performance (the presolution paradox). It also presents data consistent with the assumption made by Levine et al (1968) that 7-D insoluble problems are, empirically as well as conceptually, similar to 8-D problems which 5s fail to solve. Further, there is evidence that during longer problems, when the subset goes to zero, 5 resamples.…”

supporting

confidence: 79%

“…2). The best 5s show greater suppression in Trials 1-4, as predicted (see Levine et al, 1968), and also show more evidence for recycling. The lower value for the resampling point (Trial 5) compared to the initial sampling point (Trial 1) may be due to 5s resampling with local consistency (memory for the previous trial).…”

supporting

confidence: 79%

“…Furthermore, both curves similarly exhibit the poorer-than-chance responding predicted by H < Actual performance over problems showed minimal practice effects due to the extensive preliminary training. theory (called the "presolution paradox" by Levine et al, 1968). This empirical similarity supports the conceptual similarity implied in the missing-iT assumption, that 5 fails to solve a problem because the solution H is not in the subset being sampled.…”

mentioning

confidence: 58%

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Unsolved- and insoluble-problem behavior.

Glassman¹,

Levine²

1972

Journal of Experimental Psychology

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One of the features of hypothesis-testing theories has been the concept of sampling from a finite set of hypotheses (Hs). This has led to interest in two related questions: (a) Why do 5s fail to solve a problem ? Previous data have suggested that 5s fail to solve because the solution H is not in their subset (the missing H assumption), (b) What happens when all the Hs S is testing are disconfirmed (i.e., when the subset goes to zero) ? One possibility is that 5s will resample the subset again (the recycling assumption). These assumptions were tested in an experiment comparing performance on seven-dimensional insoluble problems and eight-dimensional unsolved problems. The results were consistent with both assumptions.Recently, workers have been examining human discrimination learning in terms of the testing of hypotheses (Hs) (Bower & Trabasso, 1964;Levine, 1966). In a theoretical paper (Levine, 1971), the problem of why 5s fail to solve a problem has been considered. Based on the notion that 5s sample subsets of several Hs at a time, it is clear that an 5 might sample a subset not containing the solution H. This suggests that 5s fail to solve a problem because the solution H is not in their subset ("missing H" assumption). Levine, Yoder, Kleinberg, and Rosenberg (1968), considering presolution performance, noted that the same description applies to insoluble problems (i.e., problems in which no dimension is relevant). The present study was designed to test the untested assertion made by Levine et al., that behavior during unsolved problems should be similar to that during comparable insoluble problems. A subsidiary purpose was to examine the effects of 5's subset going to zero. Levine et al., using short problems, found that 5s tended to become poor information processors ("giving up"). It is possible that given more time (i.e., feedback trials), 5s may sample and test a new subset ("recycling" assumption).Method.-Forty-eight undergraduates served as 5s, participating as part of the introductory psychology course requirements. Of these, 3 were dropped for apparent cheating (see below) and were replaced.A Kodak Carousel projector was used to present the stimuli. Slides were constructed of eightdimensional (8-D) stimuli using the following dimensions: letter (A or T), color (black or white), size of letter (large or small), line under letter (solid or dashed), border surrounding letter (circle or square), number of borders (one or two), type of borders (solid or dashed), and number of dots above border

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supporting

confidence: 79%

supporting

confidence: 79%

mentioning

confidence: 58%

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Unsolved- and insoluble-problem behavior.

Glassman¹,

Levine²

1972

Journal of Experimental Psychology

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“…There is actually some evidence suggesting that subjects are not aware of all the potential hypotheses either at the beginning, or during the course, of the experiment. Levine discovered that some subjects actually omit an entire dimension from consideration and that this creates a functionally unsolvable problem for them (Glassman & Levine, 1972;Levine, 1971;Levine, Yoder, Kleinberg, & Rosenberg, 1968). This phenomenon is covered more thoroughly later under a discussion of dimensional sampling.…”

Section: Basic Assumptions Prior Knowledge Of Hypothesis Poolmentioning

confidence: 99%

Examination of hypothesis-sampling theory.

Brown¹

1974

Psychological Bulletin

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Recent work on human concept identification behavior has stressed the role of hypotheses in guiding subjects' responses. This article deals with the empirical validity of the assumptions made by the various models of hypothesis behavior. Specifically, five general classes of assumptions are examined: basic (exclusion of hypothesis learning, hypothesis as the unit of behavior, and response generation); learning (all-or-none versus strength); transition (hypothesis switch after positive, negative, and no feedback); sampling of single hypotheses (assuming no memory, perfect memory, and partial memory); and sampling of groups of hypotheses (subset and dimensional sampling). Certain other methodological and interpretive problems in the literature are also pointed out.

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“…A representative derivation of this type of theoretical curve may be found inLevine, Yoder, Kleinberg, and Rosenberg (1968).…”

mentioning

confidence: 99%

Hypothesis theory and nonlearning despite ideal S-R-reinforcement contingencies.

Levine¹

1971

Psychological Review

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136

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Hypothesis theory generates a few theorems about adult humans failing to reach criterion in discrimination-learning tasks. First, their performance should match behavior on tasks which are intrinsically insoluble but otherwise comparable to the normal tasks. Second, for certain stimulus sequences, performance on both the unsolved and insoluble problems should be below the chance level. The data confirmed both of these predictions. The theory also stipulates the conditions for producing nonlearning by motivated .Ss. According to the theory, as long as 6" is sampling from a set of incorrect hypotheses (i.e., a set lacking the solution) he will showno learning. No response strengthening will occur in this circumstance even if the solution consists in the simplest contingencies (e.g., E says "right" when S says "A," and "wrong" when J? says "B"). A series of experiments validated the prediction. The relation of these results to random-feedback effects, the awareness controversy, and the Einstellung phenomenon is discussed.

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The presolution paradox in discrimination learning.

Cited by 9 publications

References 7 publications

Unsolved- and insoluble-problem behavior.

Unsolved- and insoluble-problem behavior.

Examination of hypothesis-sampling theory.

Hypothesis theory and nonlearning despite ideal S-R-reinforcement contingencies.

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