Verbal discrimination learning as a function of percentage occurrence of reinforcing information (% ORI) and varying presentation rates.

Abstract

Two predictions derived from the frequency theory of verbal discrimination (VD) learning were that both reduced percentage occurrence of reinforcing information (% ORI) and an increase in presentation rate would retard VD learning. A third prediction was that % ORI would interact with presentation rate, resulting in a greater retardation of VD learning at the faster rate under reduced %ORI. Three levels of % ORI (100%, 50%, and 2S% ORI) were combined factorially with two levels of presentation rate (2:1 and 2:4 sec.). Six independent groups of 15 college students each were used. All three predictions were confirmed.

Effects of percentage occurrence of response members and its method of presentation on verbal discrimination learning and transfer

“…They attributed these results to areduction of the rehearsal of the correct alternative response (RCR) as proposed by Ekstrand, Wallace, and Underwood (1966). This same effect was found by Gamboni, Gausted, and Wilson (1972).…”

“…They attributed these results to areduction of the rehearsal of the correct alternative response (RCR) as proposed by Ekstrand, Wallace, and Underwood (1966). This same effect was found by Gamboni, Gausted, and Wilson (1972).In Newby and Young, part of this significant effect was apparently due to the method of presentation of the 50% ORM condition. Briefly, the VD list was divided into two equal parts, and for one sublist the correct (C) items were underlined on odd-numbered study trials and not on even-numbered study trials, while for the second sublist the C items were underlined on even-numbered study trials and not on odd-numbered.…”

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

“…Percentage of occurrence of correct response member. The only published data available in which frequency is manipulated by varying the percentage of occurrence of the right item in feedback generally indicate an inverse relationship between this variable and the number of trials needed to reach learning criterion (Gamboni, Gaustad, & Wilson, 1972;Newby & Young, 1972a). Since the reduced percentage of occurrence of the right item theoretically reduces the addition of frequency to the right items from the re-hearsal-of-the-correct response and hence reduces the frequency differential between wrong and right items, this relationship would be predicted by the frequency theory.…”