The effects of verbalization on verbal discrimination learning and associative recall in young children and adults

Goulet, L. R.; Hoyer, William J.

doi:10.1016/0022-0965(69)90005-8

Cited by 11 publications

(3 citation statements)

References 7 publications

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“…Both analyses yielded the same results: an age effect significant at the .05 level, with percentage of correct responses being higher for adults than children, and a method effect significant at the .01 level, indicating that higher percentages of correct responses were obtained with recognition than with recall methods. (Goulet & Hoyer, 1969). These findings make it tempting to suggest that the mature level of functioning in these verbal tasks may be reached about the time of puberty.…”

Section: Percentages Of Responsesmentioning

confidence: 99%

Verbal paired-associate learning in children and adults with anticipation, recognition, and recall methods.

McCullers¹

1971

Developmental Psychology

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Section: Percentages Of Responsesmentioning

confidence: 99%

Verbal paired-associate learning in children and adults with anticipation, recognition, and recall methods.

McCullers¹

1971

Developmental Psychology

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“…Nevertheless, rather definitive effects for pronunciation have been isolated. For example, when the pronunciation of both wrong and right members is compared to no pronunciation in feedback, acquisition has consistently been found to be impeded as a function of the pronunciation (Carmean & Weir, 1967;Goulet & Hoyer, 1969;Hopkins & Epling, 1971;Rowe & Paivio, 1972;Underwood & Freund, 1968b, Experiment II). Using a slightly different procedure Weir and Helgoe (1968) also found acquisition to be retarded relative to a nonpronouncing group when pronunciation of wrong and right members occurred randomly an equal number of times per item.…”

Section: Verbalizationmentioning

confidence: 99%

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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“…Nevertheless, learning is so rapid in the mobile conjugate reinforcement paradigm, particularly in older infants, that this latter comparison must be suggestive only. It is interesting to note, however, that children trained in verbal discrimination tasks consistently demonstrate better recall of S + than S~ (e.g., Deichmann, Speltz, & Kausler, 1971;Goulet & Hoyer, 1969;Rees & Babbitt, 1972).…”

Section: Discussionmentioning

confidence: 99%

Reactivation of a visual discrimination in early infancy.

Fagen¹,

Yengo²,

Rovee‐Collier³

et al. 1981

Developmental Psychology

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Three-month-old infants learned to produce movement in two successively presented overhead crib mobiles by footkicking in a conjugate reinforcement paradigm. The mobiles differed in both color and pattern displays on the suspended components. Following acquisition, a discrimination was introduced whereby responding was reinforced in the presence of one mobile (S + ) but not in the presence of the other (S~). During a cued-recall retention test administered 21 days after the completion of discrimination training, infants evidenced no retention of either initial or discrimination training. Nevertheless, a brief reactivation treatment with S + 24 hours prior to the long-term retention test alleviated forgetting and restored the S + /S~ discrimination. Reactivation with S~ was no more effective than no reactivation treatment at all. These data confirm the efficacy of reminder procedures with very young infants and demonstrate the specificity with which the reminder alleviates forgetting.Whether young infants are capable of discrimination learning is no longer a relevant question to developmental psychologists. Since the pioneering work with newborns of Siqueland and Lipsitt (1966; see also Siqueland, 1970), investigators have repeatedly demonstrated that infants can learn to increase responding in the presence of one of two stimuli that is consistently paired with reward (

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The effects of verbalization on verbal discrimination learning and associative recall in young children and adults

Cited by 11 publications

References 7 publications

Verbal paired-associate learning in children and adults with anticipation, recognition, and recall methods.

Verbal paired-associate learning in children and adults with anticipation, recognition, and recall methods.

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

Reactivation of a visual discrimination in early infancy.

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