The training of a perceptual skill by either rewarding or aversive feedback compared on efficiency, transfer, and stress.

Abstract

Trained 40 male United States Air Force Academy students on a range-estimation task. Ss were randomly assigned to either Group RFB, those given feedback by their actual range plus a verbal reinforcer if they were within a given range, or Group SFB, those given feedback by their actual range plus a 60-V electric shock if they were outside the given range. Learning curves show no differences in the groups during training. After training to asymptote, there were no significant differences on the transfer variable, but Group SFB's performance was superior under stress (p < .05). Results are discussed in reference to the possibility of training resistance to stress.

Greater learning transfer effect for avoidance of loss than for achievement of gain in Finnish and Russian schoolchildren

“…There is cultural specificity related to approach and avoidance, revealed via individual measures (Elliot et al, 2001;Hamamura et al, 2009;Niles, 1995;Wang et al, 2017;Yamazaki, 2005). Social and motivational aspects of transfer have long been proposed (Dweck, 1986;McKeachie, 1987;Pea, 1987;Prather et al, 1972), although clear evidence on the relation between the learning transfer and cultural peculiarities of learning for achievement and avoidance is still lacking. If the attitude to gains and losses has cultural specificity, then the approach-avoidance differences of learning and performance indices would be affected by culture, too.…”