Abstract
Children were given the minimum number of trials necessary to provide explicit information about both S+ and S− in a series of discrimination learning problems. In addition, a third stimulus (So) was present but never responded to by the Ss. Comparisons of S+ and S− recall with recall of So indicate that discrimination training facilitated S+ memory but did not affect S− memory. The superiority of S+ recall was not the result of a greater number of S+ trials, as might have been the case in previous studies, nor an artifact of recency, also possible in previous studies. The possibility of two independent effects of discrimination training on memory was considered, one concerned with the consequences associated with each stimulus and the other concerned with the strength of memory. Finally, the pattern of results was stable over the course of three consecutive discrimination problems.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
CARMEAN, S. L., & WEIR, M. W. Effects of verbalization on discrimination learning and retention. Journal of Verbal Learning & Verbal Behavior, 1967, 6, 545–550.
DEICHMANN, J. W., SPELTZ, M. B., & KAUSLER, D. H. Developmental trends in the intentional and incidental learning components of a verbal discrimination task. Journal of Experimental Child Psychology. 1971. 11, 21–34.
GOULET. L. R., & HOYER. W. J. The effects of verbalization on verbal discrimination learning and associative recall in young children and adults. Journal of Experimental Child Psychology, 1969, 7, 434–439.
KAUSLER. D. H., & SARDELLO, R. J. Item recall in verbal-discrimination learning as related to pronunciation and degree of practice. Psychonomie Science, 1967, 7, 285–286.
ROWE, E. J., & PAIVIO, A. Imageiy and repetition instructions in verbal discrimination and incidental paired-associate learning. Journal of Verbal Learning & Verbal Behavior, 1971, 10, 668–672.
Underwood, B. J., & SCHULZ, R. W. Me an ing fulness and verbal learning. Chicago: Lippincott, 1960.
WEIR, M. W., & HELGOE, R. S. Vocalization during discrimination: Effects of a mixture of two types of verbalization patterns. Journal of Verbal Learning & Verbal Behavior, 1968, 7, 842–844.
WINER, B. J. Statistical principles in experimental design. New York: McGraw-Hill, 1962.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Rees, R., Babbitt, B. Children’s recall of S+, S−, and So as a function of feedback frequency. Psychon Sci 29, 253–255 (1972). https://doi.org/10.3758/BF03332842
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03332842