Stimulus delay and the reduction of errors in the transfer of stimulus control

Pigeons initially trained on a simultaneous discrimination of line orientation (S1) were subsequently transferred to a wavelength discrimination (S2). Three transfer procedures were employed. The abrupt-transfer Ss were “abruptly” switched from S1 to the S2 dimension. The stimulus-compounding Ss were trained on a compound stimulus consisting of S1 and S2 displayed in superimposition prior to the presentation of S2 alone. The stimulus-delay Ss were trained on a compound stimulus in which the presentation of the S1 component was delayed for successively longer intervals as a result of a correct response to the preceding trial. Stimulus-delay Ss transferred by responding to S2 prior to the presentation of S1 and the resulting formation of the compound. Ss transferred by the stimulus-compounding and the abrupt-transfer procedures displayed 5 and 10 times as many errors to the S2 dimension, respectively, as Ss receiving the stimulus-delay procedure.

     

Role of Ability and Extroversion in Concept Attainment of Individuals Trained in Heterogeneous or Homogeneous Personality Groups

Abstract

Subjects stratified by ability and extroversion initially attained concepts in homogeneous (all introverts or all extroverts) or heterogeneous (one-half members extroverts) personality groups. Concepts were attained individually in a subsequent transfer stage. Training in heterogeneous groups resulted in better transfer performance than did training in homogeneous groups only for low-ability Ss. A satisfactory account included assumptions that a low-ability S is not likely to develop a solution strategy on his own and that presence of an extrovert in a training group increases verbalization of strategies some of which are solution-relevant in the transfer stage.     

Sequential Patterns of Structures in the English Language Compatible with Written Expressions of Junior High Students

Abstract

Fifty-seven Ss were administered the Teacher Characteristics Schedule and measures representing open-mindedness and analytic set. The scores were intercorrelated and the matrix factor analyzed. Dimensions representing analytic set and open-mindedness were orthogonal to each other and dimensions representing anticipated teaching style. Measures representing analytic set and open-mindedness were explored as possible moderator variables. Low analytic-high dogmatic Ss were significantly different from other Ss in their tendency to give information indicating that they are dynamic or surgent teaching personalities. The results of the study suggest that open-mindedness and analytic set may be useful in the understanding of teaching behavior if their effects as moderating variables are investigated.     

Brooklyn College Research in Teacher Effectiveness

Abstract

Relationships between grade-estimates and class-standing of college students and their ratings of selected instructor-characteristics were determined by chi square analyses of a standard questionnaire completed by 1,975 Ss enrolled in a state university. Students expecting high grades rated their instructors significantly higher than did those expecting low grades. Freshmen viewed grading policies more favorably than did upper-class Ss. Data indicate that instructors might seriously consider reducing the complexity of their classroom presentations for freshmen and, conversely, increasing the sophistication of their pedagogical skills for seniors.     

The Facilitative Influence of Instructional Objectives

Abstract

Several studies have failed to demonstrate an advantage for Ss who receive instructional objectives. However, no test for the efficacy of instructional objectives has occurred with Ss who have had experience using them. In the present study Ss were used who had been provided with objectives for each unit of instruction throughout a semester. They were randomly given one of two sets of objectives and later quizzed both with items which corresponded and which did not correspond to their objectives. Overall, Ss performed significantly better on items which corresponded to the objectives they had been provided. An item analysis comparing both groups is presented.     

Measurement of College Level Reading Competence in A Content Area

Abstract

The effects of overt verbalization anti practice on problem solving ability were examined. The 100 secondary school students who served as Ss were divided into four groups: (1) those who received practice word problems and solved problems while thinking aloud, (2) those who did not practice but solved problems while thinking aloud, (3) those who practiced but did not verbalize, and (4) those who received no practice and did not verbalize. Analysis of variance revealed that neither overt verbalization nor practice significantly influenced problem solving scores. However, Ss who were required to think aloud made significantly more computational errors than those who worked without verbalizing.     

Freedom of Choice,Task Performance,and Task Persistence

Much current educational literature argues that providing the learner more freedom in the learning situation enhances the learning process. This experiment tested two relevant hypotheses: (1) Ss who freely choose a task will perform better at that task than Ss who are forced to do it; and (2) Ss who freely choose a task will persist longer at that task than those who are forced to do it. The experiment employed a yoked-8 design in which the first S chose to perform any of five tasks, while the second S was forced to perform that same task. The results supported only the second hypothesis. A suggested explanation of the effects of freedom of choice as a psychological variable was presented.     

Creativity and Academic Achievement

Abstract

The present classroom experiment used an analysis of variance for a 2x3x2 factorial experiment to investigate the relative effectiveness of inductive and deductive methods and to determine interaction among ability, sex, and method variables. Data were derived from a recognition and transfer criterion administered immediately after the 5 week instruction period and 2 weeks later. Obtained F values favored the inductive treatment (p.<.01) in each case and method by sex interaction was noted for the total score variable of the delayed test (p.<.05). It was concluded that the inductive method is superior in the teaching of morphological and syntaxical concepts regardless of Ss’ verbal ability level, and an investigation of the treatment by sex interaction suggests that inductive methods may be more effective with female Ss.     

Motivation and the Recall of Completed and Incompleted Achievement Items

Abstract

On the basis of previous research and theoretical considerations, the recall of completed and incompleted items in an examination situation was studied as a function of individual differences in repression-sensitization tendencies and resultant achievement motivation (need-for-achievement minus fear-of-failure). The Zeigarnik effect, that is, the greater recall of incompleted over completed tasks was found to be significantly more frequent in Ss of high than low resultant achievement motivation, but no difference was found between repressors and sensitizers in this effect. Results supported Atkinson’s theoretical analysis of achievement motivation and task recall but did not support a repression analysis. No significant level-of-aspiration differences were obtained between Ss high or low in resultant achievement motivation or between repressors and sensitizers.     

The Effects of a Programed Textbook on Achievement Under Three Techniques of Instruction

The experiment examined the relationship among several variables affecting extra-dimensional (ED) shift performance. Children and adults were trained to one of three criteria and given one of two ED shifts. All tasks required S to choose one of two colored geometric forms projected on a screen. The results are: (a) older Ss made fewer errors in training and transfer than younger Ss; (b) overtraining did not facilitate the ED shift wherein stimuli remained the same from training to transfer for the adults, but it did for the 7- and 8-year-old children; (c) overtraining inhibited the performance of the 5- and 6-year-old Ss given this ED shift; (d) overtraining neither facilitated nor inhibited the ED shift wherein stimuli changed from training to transfer. An interpretation was given in terms of verbal labeling, discrimination of change, perservative errors, and task difficulty.     

A Quantitative-qualitative Analysis of Selected Social Science Generalizations in Social Studies Textbooks in the Intermediate Grades

Abstract

A 4 × 4 Latin Square design with trend analysis was utilized to determine if practice in problem solving, accompanied by questions directed toward developing types of behavior characteristic of successful problem solvers could be a method of improving selected problem-solving skills. Results were that Ss’, ability to extract information from the statement of a problem and combine operations in order to arrive at solutions did improve significantly while ability to retrieve information and offer correct overt responses did not improve significantly. Indications are that, although certain problem-solving skills may lend themselves to immediate improvement, improvement in the product or final solution to problems may come after a prolonged period of practice in using improved problem-solving skills.     

The Effect of a Competitive and Cooperative Environment on the Comprehension of a Cognitive Task

Abstract

Six hundred fifty-two Ss were divided alphabetically into cooperative and competitive sets of eights. Each S was given a play booklet with 12 targets from which to develop rules for placing the target correctly. After 20 minutes, play booklets were collected and a 30-item matrix test was administered in which each S was to identify if the targets were correctly placed. Comparisons of the results observed between groups were made by ANOVA. It was found that a cooperative learning environment is not more conducive to the learning of a mental task than is a competitive learning environment.     

Research for Curriculum Development in Public and Hospital Schools

Abstract

Social, personal and environmental achievement related influences in the lives of 1070 Ss, enrolled In a state hospital school system and a public school system, were studied in an attempt to Improve the curricula available to these and similar young people. A data-gathering instrument was created and used to gather information relative to 73 preselected variables. The data were studied to Identify relationships between these variables and educational retardation, and to determine differences between educationally and noneducationally retarded public school and hospital pupils in terms of variables found to be commonly related to preselected achievement criteria. Although many of the variables found to be significantly related (5% level) to the achievement of educationally retarded public school youth were also found to be so related to the achievement of noneducationally retarded youth, many significant differences between the variable measures were found. Similar results were obtained when public school pupils were compared with hospitalizd pupils. Finally, patterns of difference were Identified when all data were pooled. Experimental curriculum development was based upon this study.     

In Memoriam

Abstract

There are two major views of cheating. The “general view” states that cheating Is an aspect of general morality. The “specificity hypothesis” considers cheating as a specific type of cultural transgression not related to other forms of transgressions. The purpose of this study was to test the different predictions of the two positions. Thirty male and 60 female Ss between 17 and 30 years of age were given an opportunity to cheat on an exam. Ss then answered a questionnaire which asked questions related to their religions, sexual, drinking and aggressive behavior. Cheating did not correlate with background material, guilt feelings or other transgressive behaviors. The results support a specificity view of cheating.     

A Study of The Effectiveness of A Summer Remedial Course In English For College Freshmen

Abstract

Elementary school teachers (N= 260)employed by a suburban St. Louis school district responded to the Pupil Control Ideology Form (PCI). Twenty teachers were selected to comprise two experimental groups. Groups were determined by high and low scores on the PCI. The investigation was undertaken to determine if the pupil control ideology of teachers differentially affects their operational behavior in the classroom. There was no significant difference among the proportions of indirect verbal behavior, direct verbal behavior, or student verbal behavior. However, the humanistic and custodial Ss differed in the frequency of use of verbal behaviors categorized as (1) accepting and developing student ideas (3-3 cell); (2) lecturing, giving facts or opinions (5-5 cell); and (3) student initiated verbal behaviors (9-9 cell). In each case, the humanistic group utilized significantly more verbal behaviors classified as indirect than did the custodial group.     

A Comparison of Academic Aptitudes,Certain Values,and Personal and Background Characteristics of Students in Off-Campus Centers and on Central Campus of the Same University

Abstract

Three groups of conduct problem Students in three suburban junior high schools participated in sixteen sessions of a structured teaching and counseling program. Each session was conducted as a seminar in which the counselor led Ss in a discussion of some aspect of frustration and aggression theory in an attempt to induce Ss to relate the theoretical concepts to their own behavior. No significant differences were found between experimental and control Ss on a behavior rating scale, although there was a Treatments x Groups interaction for grade point average (GPA).     

An Evaluation of Montessori and Day Care Programs for Disadvantaged Children

Abstract

This study compared Montessori and day care compensatory programs for disadvantaged children. Ss in the treatment programs were compared to a disadvantaged control group and an advantaged middle-class control group on eight tests of cognitive skill and on a composite factor score derived from the eight tests as a single summary index. Analysis indicated that treatment differences existed on six of the nine analyses. Both preschool programs were effective in raising levels of performance beyond those of other disadvantaged Ss and both approached middle class levels of performance, yet the treatment groups did not differ from each other.     

The Relationship of Self-Concept and Reading Achievement in First Grade Children’

Abstract

This investigation of 133 first grade Ss (25 percent Ilispano-75 percent Anglo and 50 percent male-50 percent female), found no significant correlations between objective scores of young children’s self-concept (SC) and their first or second grade reading achievement (RA). Moreover, SC correlations with other predictor variables, ethnic background (E), intelligence (IQ), and reading readiness (RR), were essentially zero. Only IQ, RR, and E were related to RA in a highly significant manner. At this age, RA, and possibly school in general, may not greatly influence the SC. Future investigation might profitably examine the change of SC as a function of age, mood, and stress.     

The Attitude of Universities and Colleges Toward the Problems of Childhood

Abstract

The purpose of this research was to assess the extent to which the college instructor is able to influence the opinions of his students in evaluating a familiar task. The Ss were enrolled in seven college classes of a standard course in science methods and materials. The “familiar task” to be evaluated was a television lesson in science. By introducing the lesson with positive or negative comments, the instructor was able to exert a significant influence on the students’ evaluations of the lesson. The instructor’s influence, positively and negatively, was enhanced through the support of a student confidant. The findings of this study point to the relative ease with which a college instructor can manipulate the judgments of his students.