ABSTRACT People better remember correlations between variables ( made up artificially for this ex... more ABSTRACT People better remember correlations between variables ( made up artificially for this experiment) if they try to explain how or why each correlation might have come about, e.g., "the number of deaths of homeless vagrants in Calcutta each month and the number of ice-cream cones sold in Brooklyn that month".). Memory is better if people make up their own explanation that if they are provided with a plausible explanation.
Traducción de: Theories of learning Contenido: Naturaleza de la teoría del aprendizaje / Teorías ... more Traducción de: Theories of learning Contenido: Naturaleza de la teoría del aprendizaje / Teorías asociacionistas conductuales / el conexionismo de Thorndike / el con -dicionamiento clásico de Pavlov / el condicionamiento contiguo de Guthrie / la teoría Hull / Apren -dizaje humano por asociación / el condicionamiento operante de Skinner / teoría del muestreo del estímulo de Estes / Desarrollos recientes de las teorías conductuales / Teorías cognoscitivo orga -nizacionales / teorías de la Gestalt / el aprendizaje de signos de Tolman / teorías del procesamiento de información de la conduc -ta/desarrollos reciente cognoscitivistas/campos relacionales...
Journal of Comparative and Physiological Psychology, 1961
ABSTRACT Rats were trained on a 5 ft. runway for food reward. Reward was immediate if response sp... more ABSTRACT Rats were trained on a 5 ft. runway for food reward. Reward was immediate if response speed was below a cutoff speed, but a delay was interposed for speeds faster than the cutoff. Cutoff times varied from 2.5 to 10 sec., and delays from 2 to 30 sec., for different groups. Speed was a decreasing function of delay of reward, and a U-shaped function of cutoff time. The percentage of response speeds below the cutoff was an increasing function of delay and a decreasing function of cutoff time. "Subjects cannot be viewed as simply minimizing their delay of reward." From Psyc Abstracts 36:02:2EL96B. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Journal of Comparative and Physiological Psychology, 1965
ABSTRACT Partial reward and response effortfulness during acquisition have in common the effect o... more ABSTRACT Partial reward and response effortfulness during acquisition have in common the effect of prolonging extinction. Dissonance theory has been used to explain this effect as well as the same effect of delayed reward. The present experiment was an attempt to see whether Amsel's frustration hypothesis, which handles the partial reward effect, could also account for response effort. Rats were run in a double runway, the standard test situation for the frustration effect (FE). While effort was effectively manipulated and reliable FEs were obtained, high response effort did not enhance an FE produced by nonreward. Thus, it does not appear that frustration theory can account for the effect of effort on resistance to extinction.
... our Advanced Research Workshop entitled Cognitive Science Perspectives on Emotion, Motivation... more ... our Advanced Research Workshop entitled Cognitive Science Perspectives on Emotion, Motivation and ... 61820, USA Frijda, Nico H. Subfakulteit Psychologie, Universiteit Van Amsterdam, Weesperplein 8 ... of Somatic Psychology, University of Bergen, Arstadveien 21, 5000 Bergen ...
Concerns the relation between accumulative learning over successive repetitions of a digit series... more Concerns the relation between accumulative learning over successive repetitions of a digit series and the identity of codings of successive recurrences of the series. Prior studies have shown no accumulative learning if the series is regrouped in new ways each time it recurs. 15 undergraduates were pretrained to recode each 12-digit series into a standard format, as 4 groups of 3. With this recoding strategy, Ss showed accumulative learning in recall despite the series' being regrouped differently at each recurrence. S's recall units were determined by the groupings he imposed on the series rather than by E's pause-marked groupings. Results are consistent with the reallocation hypothesis, which assumes that the subjective code determines what is stored and how it is recalled.
Consideration is given to the following problems: given two competing responses with known streng... more Consideration is given to the following problems: given two competing responses with known strength, what is the composition, or combination, rule by which choice probability is related to the strengths of the separate responses. Two theories are considered: (1) Thurstone's theory which assumes that the probability of choosing response A over B is an increasing function of the (over) difference in strengths of the two responses, and (2) Luce's theory which assumes that the choice of A over B is determined by the ratio of their strengths. The discussion shows that there are extra constraints on the decision about suitable rules by which alternative response strengths may be combined. The extra constraint arises from a detailed analysis and representation of the component behaviors of a subject during the act of choosing. A model of what goes on during a single act of choice by an individual is presented. Some direct empirical support for this model are discussed, and Luce'...
ABSTRACT People better remember correlations between variables ( made up artificially for this ex... more ABSTRACT People better remember correlations between variables ( made up artificially for this experiment) if they try to explain how or why each correlation might have come about, e.g., "the number of deaths of homeless vagrants in Calcutta each month and the number of ice-cream cones sold in Brooklyn that month".). Memory is better if people make up their own explanation that if they are provided with a plausible explanation.
Traducción de: Theories of learning Contenido: Naturaleza de la teoría del aprendizaje / Teorías ... more Traducción de: Theories of learning Contenido: Naturaleza de la teoría del aprendizaje / Teorías asociacionistas conductuales / el conexionismo de Thorndike / el con -dicionamiento clásico de Pavlov / el condicionamiento contiguo de Guthrie / la teoría Hull / Apren -dizaje humano por asociación / el condicionamiento operante de Skinner / teoría del muestreo del estímulo de Estes / Desarrollos recientes de las teorías conductuales / Teorías cognoscitivo orga -nizacionales / teorías de la Gestalt / el aprendizaje de signos de Tolman / teorías del procesamiento de información de la conduc -ta/desarrollos reciente cognoscitivistas/campos relacionales...
Journal of Comparative and Physiological Psychology, 1961
ABSTRACT Rats were trained on a 5 ft. runway for food reward. Reward was immediate if response sp... more ABSTRACT Rats were trained on a 5 ft. runway for food reward. Reward was immediate if response speed was below a cutoff speed, but a delay was interposed for speeds faster than the cutoff. Cutoff times varied from 2.5 to 10 sec., and delays from 2 to 30 sec., for different groups. Speed was a decreasing function of delay of reward, and a U-shaped function of cutoff time. The percentage of response speeds below the cutoff was an increasing function of delay and a decreasing function of cutoff time. "Subjects cannot be viewed as simply minimizing their delay of reward." From Psyc Abstracts 36:02:2EL96B. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Journal of Comparative and Physiological Psychology, 1965
ABSTRACT Partial reward and response effortfulness during acquisition have in common the effect o... more ABSTRACT Partial reward and response effortfulness during acquisition have in common the effect of prolonging extinction. Dissonance theory has been used to explain this effect as well as the same effect of delayed reward. The present experiment was an attempt to see whether Amsel's frustration hypothesis, which handles the partial reward effect, could also account for response effort. Rats were run in a double runway, the standard test situation for the frustration effect (FE). While effort was effectively manipulated and reliable FEs were obtained, high response effort did not enhance an FE produced by nonreward. Thus, it does not appear that frustration theory can account for the effect of effort on resistance to extinction.
... our Advanced Research Workshop entitled Cognitive Science Perspectives on Emotion, Motivation... more ... our Advanced Research Workshop entitled Cognitive Science Perspectives on Emotion, Motivation and ... 61820, USA Frijda, Nico H. Subfakulteit Psychologie, Universiteit Van Amsterdam, Weesperplein 8 ... of Somatic Psychology, University of Bergen, Arstadveien 21, 5000 Bergen ...
Concerns the relation between accumulative learning over successive repetitions of a digit series... more Concerns the relation between accumulative learning over successive repetitions of a digit series and the identity of codings of successive recurrences of the series. Prior studies have shown no accumulative learning if the series is regrouped in new ways each time it recurs. 15 undergraduates were pretrained to recode each 12-digit series into a standard format, as 4 groups of 3. With this recoding strategy, Ss showed accumulative learning in recall despite the series' being regrouped differently at each recurrence. S's recall units were determined by the groupings he imposed on the series rather than by E's pause-marked groupings. Results are consistent with the reallocation hypothesis, which assumes that the subjective code determines what is stored and how it is recalled.
Consideration is given to the following problems: given two competing responses with known streng... more Consideration is given to the following problems: given two competing responses with known strength, what is the composition, or combination, rule by which choice probability is related to the strengths of the separate responses. Two theories are considered: (1) Thurstone's theory which assumes that the probability of choosing response A over B is an increasing function of the (over) difference in strengths of the two responses, and (2) Luce's theory which assumes that the choice of A over B is determined by the ratio of their strengths. The discussion shows that there are extra constraints on the decision about suitable rules by which alternative response strengths may be combined. The extra constraint arises from a detailed analysis and representation of the component behaviors of a subject during the act of choosing. A model of what goes on during a single act of choice by an individual is presented. Some direct empirical support for this model are discussed, and Luce'...
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