The Effects of Feedback, Guessing and Anticipation Rate upon Verbal Discrimination Learning

Wike, Sharron S.

doi:10.1007/bf03393927

Cited by 3 publications

(6 citation statements)

References 6 publications

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“…Furthermore, presenting only the wrong items in feedback should retard acquisition relative to presenting only the right item in feedback for the same reasons already noted. The data bearing on these questions are clearly supportive of the theoretical predictions (Ingison & Ekstrand, 1970;Newby & Young, 1972b;Wike, 1970).…”

Section: Methodological Variablessupporting

confidence: 69%

“…The slower acquisition would be expected because of the potential for a greater number of representational responses to be elicited to wrong units and would consequently retard the development of a frequency differential. Nevertheless, contrary to this prediction, increased anticipation time has been found to enhance performance whether it is increased in the second list of a transfer task (Grouse, 1967;Underwood et al, 1964) or when it is varied within single-list experiments (Radtke et al, 1970;Wike & Wike, 1970). In exception to these data, Wike (1970) observed no differences in acquisition as a function of anticipation interval, despite the observation of a trend toward fewer errors with longer anticipation time.…”

Section: Temporal Variablesmentioning

confidence: 73%

“…Nevertheless, contrary to this prediction, increased anticipation time has been found to enhance performance whether it is increased in the second list of a transfer task (Grouse, 1967;Underwood et al, 1964) or when it is varied within single-list experiments (Radtke et al, 1970;Wike & Wike, 1970). In exception to these data, Wike (1970) observed no differences in acquisition as a function of anticipation interval, despite the observation of a trend toward fewer errors with longer anticipation time. Although the data obtained from single-list experiments appear to be damaging to the frequency theory, it should be noted that relatively large differences in the anticipation intervals are necessary (at least" four seconds in all cases) to facilitate acquisition.…”

Section: Temporal Variablesmentioning

confidence: 73%

“…Kanak et al (1972, Experiment I) observed a decrement in overall list performance due to first trial guessing relative to an initial study trial as did Fulkerson and Johnson (1971), but unlike the latter investigators, Kanak et al (1972, Experiment I) did not obtain an interaction -of first trial guessing versus no guessing and method of presentation. On the other hand, Wike (1970) failed to find an effect due to the guessing variable. In general, the data indicate that guessing does not exert a powerful influence on acquisition, but when differences attributable to guessing are obtained they are usually in the direction predicted by the frequency theory.…”

Section: Methodological Variablesmentioning

confidence: 88%

“…Although the data obtained from single-list experiments appear to be damaging to the frequency theory, it should be noted that relatively large differences in the anticipation intervals are necessary (at least" four seconds in all cases) to facilitate acquisition. When relatively small differences in anticipation time are used, generally no performance differences are observed (Wike, 1970;Wike & Wike, 1970). Nonetheless the enhancement of performance with relatively large differences in the anticipation time cannot be accounted for by the frequency theory, at least in its present form.…”

Section: Temporal Variablesmentioning

confidence: 85%

See 4 more Smart Citations

Verbal discrimination learning: A review of the acquisition, transfer, and retention literature through 1972.

Eckert¹,

Kanak²

1974

Psychological Bulletin

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The literature pertaining to verbal discrimination acquisition, transfer, and retention is reviewed. Integrated into the review of these data are discussions of frequency theory, extensions to the frequency theory, and hypotheses independent of the frequency theory. It is generally concluded that the frequency theory is suitable for the explanation and prediction of data in experiments which require only recognition memory and that other theoretical accounts or extensions are needed to predict and explain verbal discrimination problems which require processes other than simple recognition memory.

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Section: Methodological Variablessupporting

confidence: 69%

Section: Temporal Variablesmentioning

confidence: 73%

Section: Temporal Variablesmentioning

confidence: 73%

Section: Methodological Variablesmentioning

confidence: 88%

Section: Temporal Variablesmentioning

confidence: 85%

See 3 more Smart Citations

Verbal discrimination learning: A review of the acquisition, transfer, and retention literature through 1972.

Eckert¹,

Kanak²

1974

Psychological Bulletin

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Effects of group feedback, goal setting, and incentives on organizational productivity.

Pritchard

Jones²,

Roth³

et al. 1988

Journal of Applied Psychology

292

158

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While industrial and organizational psychologists have been concerned about the national problem of increasing productivity, most research has focused on simple jobs with the individual as the unit of analysis. Most jobs are more complex and, because of the interdependencies in the work, require group-level interventions and more complex measures of performance or productivity. This research presents a new method of measuring productivity, the Productivity Measurement and Enhancement System (ProMES), and uses measures from this approach as a foundation for group-based feedback, goal setting, and incentives. The experimental design consisted of a baseline period of 8 to 9 months, followed by a 5-month period of feedback based on the ProMES. Goal setting was then added to feedback for 5 months. Finally, incentives in the form of time off from work were added to feedback and goal setting for another 5 months. Results indicated that group-level feedback increased productivity an average of 50% over baseline, group goal setting increased productivity 75% over baseline, and group incentives increased productivity 76% over baseline. Control group data showed no or only a slight increase in productivity over the same period, and level of personnel either stayed the same or decreased. In addition, work attitudes such as job satisfaction, turnover intentions, and morale were as good or better following the interventions. Issues pertaining to group-based interventions are discussed.

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Rates of Presentation, Displaced Rehearsal, and Verbal Discrimination Learning

Libkuman

Bourgault

1982

Psychol Rep

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Four experiments were conducted to test the notion that rehearsal in a verbal discrimination learning task is not confined to the feedback interval, i.e., displaced rehearsal. Specifically, it was hypothesized that during early learning trials rehearsal would be restricted to the feedback interval. However, during later trials, once the subject was beyond the point of guessing the correct item, rehearsal could also occur during the anticipation interval. In all four experiments the opportunity for rehearsal was manipulated by presenting factorial combinations of either short or long anticipation and feedback intervals. Contrary to the hypothesis, no consistent differences were noted across trial blocks. However, the evidence did indicate that a long anticipation interval combined with a short feedback interval facilitated learning relative to a short anticipation interval combined with a long feedback interval. A modified version of displaced rehearsal provides a reasonable explanation for this finding if it is assumed that correct recognition is not a prerequisite for displaced rehearsal.

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The Effects of Feedback, Guessing and Anticipation Rate upon Verbal Discrimination Learning

Cited by 3 publications

References 6 publications

Verbal discrimination learning: A review of the acquisition, transfer, and retention literature through 1972.

Verbal discrimination learning: A review of the acquisition, transfer, and retention literature through 1972.

Effects of group feedback, goal setting, and incentives on organizational productivity.

Rates of Presentation, Displaced Rehearsal, and Verbal Discrimination Learning

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