The role of motivation in verbal learning and performance.

Ie, Farber

doi:10.1037/h0044473

Cited by 65 publications

(52 citation statements)

References 41 publications

(48 reference statements)

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“…The experimental materials consisted of six jig-saw puzzles especially constructed for this study Puzzles were umform m size (8j4 by 11 in.) and number of pieces (12), and were of approximately equal difficulty as detennined by a preliminary study…”

Section: Mcuenalsmentioning

confidence: 94%

Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli¹

Smock¹

1957

Journal of Personality

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Section: Mcuenalsmentioning

confidence: 94%

Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli¹

Smock¹

1957

Journal of Personality

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“…Thus in view of past literature, the personal-emotive comments given contingently on reading responses in this study (P+ and P-) seemed to have more active informational properties than dynamogenic properties (Farber, 1955). Given previous studies, even more effective than negative verbal feedback for incorrect reading responses (N-W) for an improved reading .…”

Section: Discussionmentioning

confidence: 89%

“…Previous findings on the relative performance effects of comments of approval and disapproval have been contradictory. In fact, two major reviews that use partially overlapping data arrive at discrepant conclusions: Kennedy and Willcutt (1964) conclude that praise improves performance more than blame, whereas Marshall (1965) concludes that negative statements following incorrect responses are more effective than positive statements following correct responses.Several authors (Bitterman, 1956;Brown, 1961;Cairns, 1963;Dinsmoor, 1950;Farber, 1955;Postman & Sassenrath, 1961) have emphasized the dual properties of conditioned reinforcers, including phrases of approval or disapproval. The dual properties are the motivational or drive properties (which are assumed to reduce some drive state, as a "need for approval"), and the cue or signal properties (which considers the informational value of the stimulus).…”

mentioning

confidence: 99%

“…Several authors (Bitterman, 1956;Brown, 1961;Cairns, 1963;Dinsmoor, 1950;Farber, 1955;Postman & Sassenrath, 1961) have emphasized the dual properties of conditioned reinforcers, including phrases of approval or disapproval. The dual properties are the motivational or drive properties (which are assumed to reduce some drive state, as a "need for approval"), and the cue or signal properties (which considers the informational value of the stimulus).…”

mentioning

confidence: 99%

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The Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers

Nelson

1974

Journal of Reading Behavior

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Abstract. Initial reading acquisition was taught to 64 kindergarten children for 11 weeks utilizing a two x two x four factorial design. The two antecedent conditions were the Lippincott (phonics -Ph) and Scott-Foresman (sight recognition -SR) Series. The two consequent conditions were positive verbal feedback following correct reading responses (R-N) and negative verbal feedback following incorrect reading responses (N-W). Four experimenter-teachers (ET) were used. Utilizing standardized tests of reading achievement, it was found that Ph produced a reading response of letter-sound combinations, whereas SR produced recognition of a limited number of words. There were no consistent differences for the variables of teacher, IQ, or sex.The initial focus of behavior modification as applied to school settings was to manipulate the type of consequences (e.g., teacher and/or peer attention, high-probability responses a la the Premack principle, tokens) contingent upon social behaviors that were judged as appropriate or inappropriate to classrooms (see O'Leary & O'Leary, 1972, for an overview of this area). This focus is currently widening along two dimensions: to include academic as well as social behaviors, and to modify both of these types of behavior by manipulating antecedent as well as consequent conditions (Nelson, 1973).The present study, including reading within the framework of operant psychology (Bloom, 1973;Goldiamond & Dyrud, 1966), simultaneously investi-*This article is a summary of the author's doctoral dissertation at the State University of New York at Stony Brook. The author is indebted: to her committee chairman, Alan O. Ross, for his assistance; to Sachem School District, for cooperation and subjects; to the Stony Brook students who participated in this investigation (Emily Davidson, Nancy Fenrick, Julie Heiman, Jerry Jed, Lynn Mofenson, Linda Nash, Linda Rudin Hay, Roger Shadlowsky, David Sheslow, May Tung, and Denise Whikehart); to the J. B. Lippincott Company for a discount; and to the Graduate School at Stony Brook for a grant-in-aid. Portions of this paper were presented at the Southeastern Psychological Association Annual Meeting, New Orleans, April, 1973. †Request reprints from the author, Department of Psychology, University of North Carolina, Greensboro, North Carolina 27412. 306Journal of Reading Behavior 1974 VI, 3 gated the effects of manipulations of both antecedent and consequent conditions on the reading behavior of beginning readers. The antecedent conditions selected were two published series which utilized different methods of teaching reading; the consequent conditions were two types of verbal feedback from the reading instructors.Although the current study did compare two reading series, the Lippincott Basic Reading Program (1969) and the Scott-Foresman Basic Reading Program (1965) which respectively are examples of the phonics and sight recognition methods of teaching reading, this comparison was not made to add fuel to the "which is the best method" argument (Aukerman, 1971)...

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“…Farber (1955), Montague ( 1953), and Korchin and Levine ( 1957) have shown that highly anxious Ss do not perform as well on complex learning tasks involving competing response tendencies as do Ss of low anxiety. Farber (1955), Montague ( 1953), and Korchin and Levine ( 1957) have shown that highly anxious Ss do not perform as well on complex learning tasks involving competing response tendencies as do Ss of low anxiety.…”

mentioning

confidence: 99%

Delayed Auditory Feedback as a Method of Manipulating Anxiety in a Paired Associate Learning Task

Rj¹

1967

Percept Mot Skills

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The role of motivation in verbal learning and performance.

Cited by 65 publications

References 41 publications

Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli¹

Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli¹

The Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers

Delayed Auditory Feedback as a Method of Manipulating Anxiety in a Paired Associate Learning Task

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The role of motivation in verbal learning and performance.

Cited by 65 publications

References 41 publications

Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli1

Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli1

The Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers

Delayed Auditory Feedback as a Method of Manipulating Anxiety in a Paired Associate Learning Task

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Product

Resources

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Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli¹

Recall of Interrupted and Non‐interrupted Tasks as a Function of Experimentally Induced Anxiety and Motivational Relevance of the Task Stimuli¹