scholarly journals The effects of physical and psychological stress on the performance of high- and low-anxious Ss on a difficult verbal discrimination task

1973 ◽  
Vol 1 (4) ◽  
pp. 255-256 ◽  
Author(s):  
Elvin Shearer ◽  
Frank E. Fulkerson
Keyword(s):  
Psychological Stress ◽  
Discrimination Task ◽  
Verbal Discrimination

scholarly journals Contingent associations and the double-function, verbal-discrimination task

1975 ◽  
Vol 3 (3) ◽  
pp. 311-314 ◽  
Author(s):  
Benton J. Underwood ◽  
Charles S. Reichardt
Keyword(s):  
Discrimination Task ◽  
Verbal Discrimination ◽  
Double Function

Internal vs External Locus of Control and the Use of Self-Reinforcement

1972 ◽  
Vol 31 (3) ◽  
pp. 723-733 ◽  
Author(s):  
Alan Bellack
Keyword(s):  
Locus Of Control ◽  
Discrimination Task ◽  
Verbal Discrimination ◽  
The Self ◽  
Use Of Self ◽  
Control Groups ◽  
External Locus ◽  
Initial Learning ◽  
External Locus Of Control

All Ss received training on a verbal discrimination task with E reinforcing correct responses. After training to a 60% criterion E ceased administering reinforcement and Ss were instructed to reinforce themselves after correct responses. Ss were divided into internal and external locus of control groups; during the self-reinforcement phase, half of each group received the same stimuli as during training and half received a generalization set. There were no differences between internals and externals in total self-reinforcement used or in its correctness. Internals made fewer correct responses and gave more incorrect self-reinforcement despite a lack of differences in initial learning. Results and implications were discussed in terms of the identification and establishment of reinforcement contingencies by the two locus of control types.

Retroactive Inhibition and Spontaneous Recovery in a Contingent Verbal Discrimination Task

1973 ◽  
Vol 32 (2) ◽  
pp. 443-450
Author(s):  
Donald J. Lehr ◽  
John F. Netti
Keyword(s):  
Retention Interval ◽  
Present Experiment ◽  
Discrimination Task ◽  
Spontaneous Recovery ◽  
Paired Associate ◽  
Verbal Discrimination ◽  
Frequency Theory ◽  
Retroactive Inhibition ◽  
Recall Data ◽  
Response Set

A primary purpose of the present experiment was to examine retroactive inhibition and spontaneous recovery by employing a task which combines aspects of paired-associate and verbal-discrimination learning. The design was a 3 × 2 independent groups factorial manipulating type of interpolated learning and length of the retention interval. There were 14 Ss in each of the six groups. Significant retroactive inhibition was found in one condition and an absolute temporal increase in List-1 recall in another; however, the interaction of Condition × Retention Interval was not significant. Acquisition and recall data are discussed primarily in terms of frequency theory and response-set interference.

Single-Item Recognition following Verbal Discrimination Study And/Or Test Trials

1979 ◽  
Vol 44 (2) ◽  
pp. 491-498
Author(s):  
Robert W. Newby
Keyword(s):  
Discrimination Learning ◽  
Discrimination Task ◽  
Item Recognition ◽  
Verbal Discrimination ◽  
Single Item ◽  
Verbal Discrimination Learning

This experiment assessed further single-item recognition following verbal discrimination learning by varying the number of study and test trials presented during the initial verbal discrimination task. Two study periods (1 and 2 study trials) and three test periods (0, 1, and 2 trials) were factorially combined to yield six experimental groups. Increasing the test periods increased recognition of the prior words to be verbally discriminated as old items. Although subjects could identify the prior function of the old items, the variables did not increase or decrease this ability.

Variables Affecting Incidence of Self Reinforcement

1964 ◽  
Vol 14 (3) ◽  
pp. 879-884 ◽  
Author(s):  
Albert R. Marston
Keyword(s):  
Discrimination Task ◽  
Rating Scale ◽  
Verbal Discrimination ◽  
Practice Effect ◽  
Effect Rate ◽  
External Constraints ◽  
Reinforcing Stimuli

Self reinforcement (sr), the administration of reinforcing stimuli by S to himself without external constraints, was investigated with regard to the effect of task and type of reinforcing stimulus. Each S received the same five tasks during each of two sessions. The tasks all involved a response followed by an sr (3 groups: with sr light, sr chips, sr rating scale). Two of the tasks were relatively unstructured; a second pair were less ambiguous and included a model's response to guide S; and the fifth was a verbal discrimination task learned to a 50% criterion. The results indicated: no consistent differences in rate of sr for the three types of reinforcing stimuli; increases in sr in Session 2 for tasks which showed a practice effect; rate of sr related to task with more sr when S agreed with the model's responses or the model was correct; and significant inter-session correlations on rate of sr for all tasks.

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