No abstract

This study is concerned with the effect of various reinforcing contingencies on the learning of the F.ngljth equivalents for 60 German words. This task was administered in a situation involving groups of 8 Ss and a "teacher" E. In addition, 2 learning conditions, with Ss learning in isolation, involved the use of teaching machines. In the group situation 3 different relationships to the reinforcement were introduced. Ss who made no overt response, but simply observed, learned reliably less than Ss in the same group who learned with overt responses followed by a reinforcing event.