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Download full textMCDONALD, FREDERICK J.; AND OTHERS – 1966
TO TEST THE RELATIVE EFFECTIVENESS OF 3 TRAINING PROCEDURES FOR ACQUIRING A TEACHING SKILL, EACH APPLYING REINFORCEMENT PRINCIPLES, STANFORD TEACHER INTERNS WERE VIDEOTAPED ON 4 OCCASIONS DURING THE FIRST 20 MINUTES OF CLASS. EACH INTERN SAW A VIDEOTAPE PLAYBACK WITHIN 3 DAYS (NEW LESSONS WERE VIDEOTAPED WITHIN 2 DAYS AFTER PLAYBACK).…
Descriptors: Discrimination Learning, Feedback, Reinforcement, Statistical Analysis
Smothergill, D. W.; Cook, Harold – 1969
The author initially cites the associationistic position of Spiker and the perceptual learning position of E. Gibson and concludes that the existing data does not clearly support either hypothesis. He describes a new approach designed to test these explanations of the role of verbal pretraining on subsequent discrimination learning. It consists of…
Descriptors: Associative Learning, Child Language, Conditioning, Discrimination Learning
Davidson, Andrew R.; Steiner, Ivan D. – 1971
This study tests the contention that a reinforcing agent's manner of administering rewards and punishments is construed by his associates as revealing his margin of freedom, and that associates are more attentive to cues concerning a reinforcing agent's dispositional qualities, and more inclined to ingratiate themselves to him, when he employes…
Descriptors: Attitudes, Behavior, Behavior Change, Behavioral Objectives
Hartley, Deborah G. – 1971
The present study examines the relationship between alternation behavior and performance, and in addition, the effects of reinforcement configuration and relevant dimension upon the use of alternation strategies in probability learning. Also investigated is the hypothesis that children's errors at terminal levels of performance in a two-choice…
Descriptors: Dimensional Preference, Discrimination Learning, Educational Research, Elementary Education
Bullock, Donald H. – Performance and Instruction, 1982
Examines the influences of behaviorist psychology on performance and instruction technologies. The basic assumptions of behaviorism are outlined, reinforcing contingencies are reviewed, conditioning is described, and such specific topics as stimulus control, behavior chaining, and successive approximation are discussed. (Author/JL)
Descriptors: Behavior Chaining, Behavior Theories, Behavioral Science Research, Discrimination Learning
Direct linkChavez-Brown, Mapy; Scott, Jack; Ross, Denise E. – Journal of Behavioral Education, 2005
This study measured the differential effects of simplified and typical verbal antecedents on acquisition of picture discriminations for four preschool children with autism. During baseline probes, participants emitted no correct selection responses to pictures of common stimuli during either simplified or typical verbal antecedent conditions.…
Descriptors: Autism, Visual Discrimination, Preschool Children, Reinforcement
Coates, Brian; Moffitt, Alan R. – Amer J Ment Deficiency, 1969
Descriptors: Cognitive Processes, Discrimination Learning, Exceptional Child Research, Intelligence Differences
Gardner, James M.; And Others – 1969
The bibliography on learning in mentally handicapped persons is divided into the following topic categories: applied behavior change, classical conditioning, discrimination, generalization, motor learning, reinforcement, verbal learning, and miscellaneous. An author index is included. (KW)
Descriptors: Behavior Change, Bibliographies, Conditioning, Discrimination Learning
Mankinen, Richard; And Others – 1970
To differentiate behaviorally, success-strivers and failure-avoiders within a group of educable mentally handicapped, two experiments were conducted. The effects of learning potential status (gainers, nongainers, high scorers) and motivational style (success strivers, failure avoiders) on discrimination learning when reinforcement was varied was…
Descriptors: Achievement Tests, Behavior Change, Discrimination Learning, Exceptional Child Research
Brigham, Thomas A.
A model for the analysis of simple human conceptual behavior, based on the apparent similarities of human conceptual behavior and that of infrahuman subjects, is developed. A minimum definition of conceptual behavior is given: A single response, verbal or nonverbal, under the discriminative control of a group of stimuli whose parameters are…
Descriptors: Animal Behavior, Behavioral Science Research, Children, Cognitive Development
SPENCE, JANET T. – 1966
AS PART OF THE RESEARCH ON THE INFLUENCE OF RESPONSE-CONTINGENT REINFORCERS ON THE LEARNING AND PROBLEM-SOLVING BEHAVIOR OF CHILDREN, THE EFFECTS OF A LIMITED NUMBER OF VARIABLES ON THE PERFORMANCE OF CHILDREN OF THREE AGE LEVELS (4-5, 7-8, AND 10-11), SELECTED EQUALLY FROM MIDDLE- AND LOWER-CLASS BACKGROUNDS, WERE INVESTIGATED. THE EXPERIMENTAL…
Descriptors: Discrimination Learning, Learning Processes, Lower Class, Middle Class
Peer reviewedGargiulo, Raymond J. – Reading Teacher, 1971
Descriptors: Beginning Reading, Discrimination Learning, Educational Research, Learning Motivation
Hutinger, Patricia; Bruce, Terri – 1970
This study examines some variables that may affect two aspects of syntax in Head Start children; the use of descriptors and the use of complete sentences. Thirty-six children were assigned to six experimental conditions in a design which varied adult verbal modeling, feedback, and sex. Children given adult verbal modeling produced significantly…
Descriptors: Analysis of Variance, Disadvantaged, Discrimination Learning, Feedback
Indiana Univ., Bloomington. – 1971
The results of a group of studies, the objective of which was to clarify the conditions that account for the effectiveness of verbal approbation, are reported. Among the most significant findings were: (1) that the reinforcement properties of verbal approval are susceptible to distortion, misinterpretation or enhancement and must be applied in a…
Descriptors: Child Development, Children, Discrimination Learning, Learning
Peer reviewedGetsie, Rosemary L.; And Others – Review of Educational Research, 1985
To estimate the relative effects of three types and three combinations of feedback on children's discrimination learning, a meta-analysis was performed on the findings of 89 studies. In general, reward compared to punishment or to reward plus punishment is the least efficient method of feedback for teaching children discrimination materials.…
Descriptors: Discrimination Learning, Effect Size, Elementary Education, Feedback
