The relative effectiveness of reward and punishment for discrimination learning in children.

1958 ◽  
Vol 51 (6) ◽  
pp. 747-751 ◽  
Author(s):  
Yvonne Brackbill ◽  
John O'Hara
Keyword(s):  
Discrimination Learning ◽  
Relative Effectiveness ◽  
Reward And Punishment

Reward and punishment in child discrimination learning.

1969 ◽  
Vol 1 (6, Pt.1) ◽  
pp. 735-738 ◽  
Author(s):  
Marshall L. Hamilton
Keyword(s):  
Discrimination Learning ◽  
Reward And Punishment

Relative Effectiveness of Motor and Vocal Correction during Discrimination Learning

1973 ◽  
Vol 37 (1) ◽  
pp. 175-177
Author(s):  
Stephen L. Carmean ◽  
Gerald M. Eads
Keyword(s):  
Discrimination Learning ◽  
Discrimination Task ◽  
Orthogonal Design ◽  
Relative Effectiveness ◽  
The Mean

An orthogonal design was used to evaluate the relative effectiveness of motor and vocal correction for adult Ss learning a 15-pair discrimination task. Both affected performance, but vocal correction had a considerably stronger effect and combined motor and vocal correction was not more effective than vocal correction alone. It was noted that the variability of performance, as well as the mean number of errors, was reduced by correction.

scholarly journals Facilitating stimulus effects of reward and punishment in discrimination learning

1981 ◽  
Vol 9 (1) ◽  
pp. 16-20 ◽  
Author(s):  
H. Fowler ◽  
M. Hochhauser ◽  
G. J. Wischner
Keyword(s):  
Discrimination Learning ◽  
Stimulus Effects ◽  
Reward And Punishment

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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