Reinforcement and Frequency as Factors in Tachistoscopic Thresholds

Rigby, W. K.; Rigby, Marilyn K.

doi:10.2466/pms.1956.6.g.29

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…The most common method for varying stimulus magnitude is through control of duration using a tachistoscope (3,10,23,30,39,40,50,51,63,64,65,73,75,86,95,96,98,101,112,114,116,117,119,126,130,134,138,139,140,141,147,150,151,153,163,164,165,167,168,179,180,184); indeed, a photograph of a tachistoscope appeared in an introductory psychology textbook issued during this period (76, p. 297). Variation of voltage for visual stimuli has been used in other experiments (53,56,68,74,106,111,…”

Section: Results From Studies Using the Ascending Methods Of Limits A...mentioning

confidence: 99%

Indicators of perception: I. Subliminal perception, subception, unconscious perception: An analysis in terms of psychophysical indicator methodology.

Goldiamond¹

1958

Psychological Bulletin

199

104

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Section: Results From Studies Using the Ascending Methods Of Limits A...mentioning

confidence: 99%

Indicators of perception: I. Subliminal perception, subception, unconscious perception: An analysis in terms of psychophysical indicator methodology.

Goldiamond¹

1958

Psychological Bulletin

199

104

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“…In addition, Rigby and Rigby (55) have shown that letters which have been indirectly reinforced with candy are perceived at lower tachistoscopic thresholds than are letters which have not been associated with reinforcement. We know of no adult research in which adults have shown lower thresholds for rewarded stimuli than for neutral stimuli.…”

Section: Values Needs and Perception In Childrenmentioning

confidence: 99%

As the Child Grows Older.

Solley¹,

Murphy²

Development of the Perceptual World.

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As the Child Grows OlderIt is often difficult, if not impossible, to understand what is going on in a perceptual learning experiment by observing half an hour's performance. Certain vital parameters of the learning process function as fixed constants over a short period of time, and one can only assess their dynamic implications if one scans years of learning instead of minutes. Broad, sweeping changes take place in perception from early childhood to adult life. It is only by conducting experiments on perceptual learning at various age levels that our eyes compose a forest from the jungle of trees. Perceptions are not fixed from one year to the next, even though the child may be father to the man. Needs and motives urgently expressed by the child are relegated to obscurity in the adult; in- BEFORE THE CHILD LEARNS TO TALK-THE BEGINNINGSBefore a child learns to talk, we have to rely upon nonverbal behavior to make inferences about needs, motives, perception, and learning. As adults we often interpret children's behavior, during this stage of development, too much along the lines of our expectations of adults. An infant's mind is neither a tabula rasa nor the miniature of an adult's mind. He has certain inherited propensities for various forms of action, feeling, and perception, but to a large extent the infant is neither physiologically

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