Interactions of contingencies and instructional history on conditional discrimination.
The interactions of instructional history and consequences on conditional discrimination performance were examined. Human subjects were trained to match-to-sample with one of the following experimental conditions under delayed, continuous or partial consequences: (a) a history of instructions corr...
| Publicado en: | Psychological Record Vol. 46; pp. 301 - 318 |
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| Autores principales: | , |
| Formato: | Artículo |
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Psychological Record
Spring96
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507486347&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507486347 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Spring96 vid: 46 pid: 761 pub: Psychological Record artinfo: ui: 507486347 ppf: 301 ppct: 17 formats: fmt: @attributes: type: T tig: atl: Interactions of contingencies and instructional history on conditional discrimination. aug: au: Martinez-Sanchez, Hector Ribes-Iñesta, Emilio su: Discrimination learning Giving & following of instructions sug: subj: Discrimination learning Giving & following of instructions ab: The interactions of instructional history and consequences on conditional discrimination performance were examined. Human subjects were trained to match-to-sample with one of the following experimental conditions under delayed, continuous or partial consequences: (a) a history of instructions corresponding to consequences, followed by a history of false instructions, (b) a history of only false instructions. Results suggest that interactions between instructional history and different densities of consequences play an important role for human performance. Regardless of the density of consequences, when false instructions were preceded by true instructions, performance was characterized by a decrement in correct responding; when false instructions were not preceded by true instructions, performance showed great variability, including both correct and incorrect responding. When intermittent consequences (FR3) were correlated with false instructions, most experimental subjects stopped following the false instructions in a few sessions. These results suggest that instructionally controlled behavior is a function of the interaction of verbal factors, the history of following instructions, and the correspondence of instructions with response consequences. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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