A model of three-choice discrimination learning under complete and incomplete feedback conditions

Comstock, Elizabeth M.; Chumbley, James I.

doi:10.1016/0010-0285(73)90008-x

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…EXPERIMENT 1 Experiment 1 was conducted to determine whether structurally more informative feedback produced different effects on the acquisition of sequential ordering than was produced by structurally less informative feedback (Comstock & Chumbley, 1973). To address this issue, effects of the OF and SF procedures were compared.…”

Section: Methods Subjectsmentioning

confidence: 99%

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Feedback Effects on Sequential Ordering in Humans

Deitz

Gaydos

Lawrence

et al. 1987

J Exper Analysis Behavior

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Under various feedback conditions, 38 college undergraduates were asked to rearrange abstract graphic characters on a computer screen, placing them in arbitrarily designated "correct" sequences. Two sets of seven horizontally arrayed stimuli were used. In Experiment 1, subjects in Group 1 learned to arrange the first set under Selection Feedback in which a "+" appeared above each character after it was selected in the correct order and to arrange the second set under Order Feedback in which a correct response produced a copy of the character in its correct ordinal position at the top of the screen. For Group 2 the order of these conditions was reversed. In Experiment 2, for subjects in Group 3, correct responses produced neither of these types of feedback. Subjects in Group 4 received Order Feedback only until the first set was correctly ordered once. Order Feedback was more effective than Selection Feedback during initial acquisition of the first set but not during maintenance; no differences were found for the second set. Only 2 of 9 subjects successfully put the characters in correct sequential order under the No Feedback condition. When, in Experiment 2, Order Feedback was eliminated after the first correctly arranged sequence, the steady-state criteria were met more slowly than in Experiment 1.Key words: feedback, sequential ordering, sequential behavior patterns, human adultsThe effects of "feedback" have been a recurrent topic in psychology. Feedback is sometimes argued to be different than reinforcement, with its effectiveness said to be dependent, at least in part, on the amount of "information" it contains (Comstock & Chumbley, 1973;Thorndike, 1927;Trowbridge & Cason, 1932). Such information is commonly, if somewhat loosely, defined with respect to judging responses as correct or incorrect. As Parsons (1982) stated, however, "It is not clear how, if at all, the amount of information in information-feedback determines control over later responding" (p. 14). He explained that reinforcement may differ from feedback, but noted that there has been little research attempting to examine this issue (see also Peterson, 1982).Various forms of feedback have been shown to affect sequential characteristics of operant behavior (e.g., Boren & Devine, 1968;Richardson & Warzak, 1981;Vaughan, 1985). Hence, the effects of different types of feedback might be assessed with respect to that dimension of behavior. Sequential ordering consists Reprints may be obtained from S. M. Deitz, Department of Educational Foundations, Georgia State University, University Plaza, Atlanta, Georgia 30303. of learning to respond to a set of continuously available stimuli in what the experimenter has determined is a "correct" sequence. Investigations of sequential ordering have used a variety of feedback conditions to establish and maintain correct sequences of four keylight colors with pigeons and of seven abstract computer graphic characters with humans. These feedback conditions differed in the several studies; one dimension along which th...

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Section: Methods Subjectsmentioning

confidence: 99%

“…Feedback is sometimes argued to be different than reinforcement, with its effectiveness said to be dependent, at least in part, on the amount of "information" it contains (Comstock & Chumbley, 1973;Thorndike, 1927;Trowbridge & Cason, 1932). Such information is commonly, if somewhat loosely, defined with respect to judging responses as correct or incorrect.…”

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confidence: 99%

Feedback Effects on Sequential Ordering in Humans

Deitz

Gaydos

Lawrence

et al. 1987

J Exper Analysis Behavior

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“…A number of simple rule-governed concepts appear to be learned according to a hypothesis testing process that leads to an all-or-none, or at least stepwise, progression towards the state of complete learning (e.g. Comstock & Chumbley, 1973;Mathews, Buss, Chinn & Stanley, 1988;Trabasso & Bower, 1968;Vandierendonck, 1984a;1984b). The learning of prototypebased categories ("rule-governed on the basis of a matching function" in the present taxonomy) with the same method, often leads to a gradual progression of learning (e.g.…”

Section: Methods Of Learningmentioning

confidence: 99%

Are category membership decisions based on concept gradedness?

Vandierendonck¹

1991

European Journal of Cognitive Psychology

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This article discusses the evidence with respect to the view that both typicality judgements and category membership decisions are based on a graded concept representation. This is the single-process view. A taxonomy of concepts is developed on the basis of differences in external structure, internal structure and concept acquisition. The consequences of the singleprocess view are examined for each taxon separately, and the relevant evidence is considered. It appears that there are problems with the singleprocess view with respect to each of these dimensions, especially external structure and method of concept acquisition.

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A general framework for the analysis of concept identification tasks

Raaijmakers

1981

Acta Psychologica

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A model of three-choice discrimination learning under complete and incomplete feedback conditions

Cited by 5 publications

References 13 publications

Feedback Effects on Sequential Ordering in Humans

Feedback Effects on Sequential Ordering in Humans

Are category membership decisions based on concept gradedness?

A general framework for the analysis of concept identification tasks

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