Verbal discrimination learning and retention as a function of performance or observation and ease of conceptualization of task materials

Abstract

Four classes of high school psychology students were given verbal discrimination learning tasks with correct responses of varying ease of conceptualization. Study trials were administered with subjects working in pairs, with each subject alternately performing (selecting one of the two projected words) and observing (watching partner make selection). Both in acquisition and in 24-h free recall tests, more correct responses were made under the performance condition. Also, in each instance, there was a reliable Perform/Observe by Group (task) interaction. These results are interpreted as offering support for the proposition that reward functions, presumably operating more directly in the perform than in the observe condition, have some strengthening effect on responses that cannot be accounted for in terms of strictly cognitive processes.