The methodology of experimental studies of human learning and retention. I. The functions of a methodology and the available criteria for evaluating different experimental methods.

Melton, Arthur W.

doi:10.1037/h0055784

Cited by 24 publications

(10 citation statements)

References 93 publications

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“…* It is hoped that such a program will meet some of the admirable conditions which Melton ( 8 ) has suggested for the field of human learning. T h a t the results already favor a dimensional rather than a dichotomous non-continuum point of view with respect to the law of effect is, the writer believes, an advantage from the standpoint of establishink a reference standard from which deviate results may be evaluated.…”

Section: Gain I N Response Repetition Of T H E Experimental Group As mentioning

confidence: 94%

The Effect of Negative Incentives in Serial Learning: III. Fixation Due to An Isolated Verbal Punishment

Stone

1948

The Journal of General Psychology

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Section: Gain I N Response Repetition Of T H E Experimental Group As mentioning

confidence: 94%

The Effect of Negative Incentives in Serial Learning: III. Fixation Due to An Isolated Verbal Punishment

Stone

1948

The Journal of General Psychology

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“…EXPERIMENTATION Some 25 years ago, Melton (1936), Hall (1936), Anderson (1937Anderson ( , 1938aAnderson ( , 1938b, and others were interested in this same problem with regard to learning and raised the question of the unitary nature of learning. Melton (1936) gave a good statement of the need for repeated measurements and their relationship to validity and reliability.…”

Section: Multimethods Procedures In Animalmentioning

confidence: 99%

“…Clearly, such an approach is not a good method for giving a usable answer to a scientific question. As Melton (1936) pointed out, science can only deal with recurring aspects of events. The Humpty Dumpty approach, where each investigator gives his own definition, cannot reasonably be expected to give clear evidence on recurrences.…”

Section: The "Every Little Movement" Viewmentioning

confidence: 99%

Methods for determining equivalence of measures.

Gulliksen¹

1968

Psychological Bulletin

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“…-10-learning (Melton, 1936), a rough indicator of internal consistency f o r the present tasks is the correlation between trial 1 and trial 2 performance. magnitude but should permit the detection of gross differences among the tasks i n internal consistency.…”

Section: T O Obtain Accurate Estimates Of R E L I a B I L I T Y F O Rmentioning

confidence: 99%

Interrelations in Children's Learning of Verbal and Pictorial Paired Associates1

Hale¹

1971

ETS Research Bulletin Series

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Four short paired-associate'tasks were administered to 144 subjects a t each of grades 3 and 6 and u2 subjects a t grade 9.tasks, e n t i t l e d Pictures, Concrete Words, Abstract Words, and JapaneseThe four Characters, contained response elements of the types indicated i n t h e i r t i t l e s . Planned camparisons i n mew l e v e l of performance involved t h e f i r s t three tasks. .Performance on Pictures was found to be superior -to Concrete Words, and Concrete Words was superior t o Abstract Words, w i t h the former e f f e c t reaching significance for grades 3 and 9 and t h e l a t t e r for grades 3 and 6. a l l four tasks, the correlation between Pictures and Concrete Words w a s found t o increase across grade levels t o a greater degree than the correlation between any other p a i r of tasks. This last result w a s paralleled i n data from an auxiliary experiment and w a s interpreted t o suggest a developmental increase i n children's use of verbal processes along w i t h imagery t o l e a r n p i c t o r i a l l y presented materials. This v a r i a t i o n has been effected i n two major ways, both generally i n connection w i t h a paired-associate learning format. of investigations, t h e learning of problems employing concrete nouns has been compared with performance on t a s k s using p i c t o r i a l represent a t i o n s of those nouns. Another s e t of studies has contrasted the l e a r n i n g of a b s t r a c t and concrete verbal materials-that is, words which d i f f e r i n t h e extent t o which they can be represented p i c t o r i a l l y .I n general, t h i s research has shown t h a t children l e a r n associations more e a s i l y when p i c t u r e s r a t h e r than words a r e used (e.g., Rohwer, 1968;Rohwer, Lynch, Levin t i Suzuki, 1967) and, i n the case of' verbal materials, when the words a r e concrete r a t h e r than a b s t r a c t (e.g., Paivio & Yuille, I n one s e r i e s 1966).Although it i s generally agreed t h a t v i s u a l imagery plays a t l e a s t some r o l e i n producing these e f f e c t s , the nature of t h i s r o l e remains l a r g e l y undetermined on the basiis of the simple Lntertask comparisons which have been performed. The f a c t t h a t p i c t u r e s a r e e a s i e r t o l e a r n than words, f o r example, can be i n t e r p r e t e d i n e i t h e r of two ways. It is possible t h a t p i c t o r i a l and verbal associations are learned by e s s e n t i a l l y d i f f e r e n t means, perhaps through imagery on the one hand and verbal memory on the other, and t h a t the f'orner is t h a t high correlations observed across d i f f e r e n t tasks indicate a s h i l a r i t y i n the processes used t o l e a r n them, while lower correlations suggest the operation of r e l a t i v e l y dissimilar processes. A basic assumption of t h i s approach, as hasThe current study w a s designed t o provide evidence bearing on the functional s i m i l a r i t y f o r children of various verbal and p i c t o r i a ltasks, throug...

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The methodology of experimental studies of human learning and retention. I. The functions of a methodology and the available criteria for evaluating different experimental methods.

Cited by 24 publications

References 93 publications

The Effect of Negative Incentives in Serial Learning: III. Fixation Due to An Isolated Verbal Punishment

The Effect of Negative Incentives in Serial Learning: III. Fixation Due to An Isolated Verbal Punishment

Methods for determining equivalence of measures.

Interrelations in Children's Learning of Verbal and Pictorial Paired Associates1

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