These findings suggest that a high density of negative feedback induces both reflective and impulsive children to make fewer errors than does positive feedback. (Authors)

Groups of second grade and college students were presented with a series of three-alternative, four-dimensional discrimination problems that contained probes for the subject's hypothesis. Subjects received either complete feedback or partial feedback. In the latter condition, when subjects were told their response choice was incorrect the correct…

Two groups of kindergarten children received stimulus differentiation training either with feedback (experimental Ss) or without (controls), prior to presentation of a series of discrimination-learning problems using blank-trial probes. Findings are discussed in relation to theoretical perspectives derived from Piagetian theory and developmental…

Research supported in part by Public Health Service grant NB-07346 from the National Institute of Mental Health.

The results of the present study indicated that learning under feedback type A (presentation of correct response) occurred more rapidly than under type B (presentation of the position of the correct response). (Author)

In the course of two experiments, groups of kindergarten, second, fourth, sixth grade and college students received several discrimination problems to investigate hypothesis testing behavior. (Authors/MB)

This study tested the hypothesis that the reported increase in children's use of prepositional phrases when exposed to novel (inverted) prepositional phrases could be eliminated by discrimination training in two prepositional forms. (Author/MS)

Study investigated the effect of the stimulus variables of value, chroma, and hue in relation to sex, intelligence, and dimensional attention of kindergarten children using two reward conditions. (Author)

Results of two experiments show that only postinformative feedback intervals to be significant sources of variation; mean trends appeared to indicate that extended preresponse intervals interfere with performance, if anything. (Authors/MB)

Seven adults with severe to profound mental retardation participated in match-to-sample discrimination training under three conditions. Results indicated that error-correction procedures improve performance through negative reinforcement; that error correction may serve multiple functions; and that, for some subjects, trial repetition enhances…

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)