Learning under conditions of direct and vicarious reinforcement.

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.

Control of Student Mediating Processes During Verbal Learning and Instruction

“…Van Wagenen and Travers (1963) and Travers, et al (1964) taught German vocabulary to face-to-face groups of eight fourth, fifth, or sixth graders for three consecutive days. The teacher held up large cards upon which German words and two English alternatives appeared.…”

Chapter IV Meaningful Learning and Retention: Practice and Feedback Variables

“…If the above findings are contrasted to data that show a disadvantage for the vicarious role in meaningful and long-term learning situations (Van Wagenen and Travers, 1963), one might make the following generalization: Where specific learning of interrelated subject matter is to take place, rather than only a figuring out of a general system, practice with and involvement in the task may prove to be a necessary prerequisite-if only to hold the attention of the learner so long that he actually learns.…”

Learning from failure.

“…Vicarious learning is generally considered less effective than first-hand learning (Freeman et al, 2014; Klofutar et al, 2022; Van Wagenen & Travers, 1963), and yet, it may make learning from failure emotionally easier. The reason?…”