Abstract
Permitting subjects to choose materials to be learned on a task enhances performance on that task. These results support the idea that choice increases the learner's perception of control, thereby enhancing motivation and performance. The purpose of the present experiments was to determine whether choosing responses to be learned on a paired-associate task would also benefit performance on a reaction-time task. Half of the subjects selected their responses to be learned on a paired-associate task while the remaining subjects were assigned responses. In one experiment, subjects then performed both the PA and RT tasks simultaneously, while in the second experiment the RT task was performed following the choice/force procedure. Providing the learner with the opportunity to choose produced a generalized increase in motivation, which resulted in significantly faster responding on the nonchosen RT task. Also discussed are the limitations of the effects of perceived control.
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This research was supported by the U.S. Army Research Office, Durham, North Carolina, and the U.S. Army Human Engineering Laboratory. This paper may be reproduced in full or in part for any purpose of the United States Government.
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Perlmuter, L.C., Scharff, K., Karsh, R. et al. Perceived control. Motiv Emot 4, 35–45 (1980). https://doi.org/10.1007/BF00995928
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DOI: https://doi.org/10.1007/BF00995928