Shaping and instructing performance descriptions during computer-interactive problem solving.
Twelve graduate and undergraduate students participated in one of two experimental preparations. During baseline, subjects in both groups performed computer-interactive math problems during 2-min cycles of multiple random-time (RT) random-ratio (RR) schedules of monetary reinforcement. During the RT...
| Publicado en: | Psychological Record Vol. 49; no. 4; pp. 629 - 645 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Psychological Record
Fall99
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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=507660013&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507660013 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: Fall99 vid: 49 iid: 4 pid: 761 pub: Psychological Record artinfo: ui: 507660013 ppf: 629 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 854KB tig: atl: Shaping and instructing performance descriptions during computer-interactive problem solving. aug: au: Ninness, H. A. Chris Shore, Troy Ninness, Sharon K. su: Problem solving Reinforcement (Psychology) Giving & following of instructions sug: subj: Problem solving Reinforcement (Psychology) Giving & following of instructions ab: Twelve graduate and undergraduate students participated in one of two experimental preparations. During baseline, subjects in both groups performed computer-interactive math problems during 2-min cycles of multiple random-time (RT) random-ratio (RR) schedules of monetary reinforcement. During the RT component, response-independent reinforcement was delivered in the context of a blue screen, and during the RR component, contingent reinforcement was delivered on a white screen. However, during every 1-min blue-screen component, response rates in excess of 15/min terminated all random-time reinforcement for the duration of that min. Between cycles of the multiple RT RR schedule, students responded to computer-posted descriptions of the most efficient method of accessing monetary reinforcement. For Group 1, selections of performance descriptions were differentially reinforced (shaped) in opposition to scheduled contingencies, and subsequently shaped in conjunction with contingencies. Group 2 subjects were instructed in opposition to contingencies and later instructed in conjunction with scheduled contingencies. Thus, subjects in both groups could earn money in two ways: (1) Points/money was delivered throughout each 2-min cycle of the multiple RT RR schedule and (2) between cycles, subjects could obtain additional money by responding to computer-posted performance descriptions. In this way, performance descriptions between cycles of problem solving could be placed in opposition to or in conjunction with scheduled reinforcement. Results suggest that during computer-interactive responding, shaping performance descriptions was a more powerful procedure for influencing rates of problem solving. Implications regarding the differential effects of response-independent and scheduled reinforcement, shaping and instructing verbal performance descriptions are discussed. 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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