Development of natural language concepts: IV. The relationship between semantic organization and learning

In Experiment 1, 30 subjects at each of three age levels were shown pictures of unfamiliar “animals”. They were told two semantic attributes for each animal (e.g., kind and strong) and were asked to learn these sets so that, when shown a picture, the appropriate attributes could be recalled. The results indicated that the dimensional structure of the attributes had a strong effect on new learning for young children. Incongruent pairs of attributes (e.g., kind and ugly) were difficult to learn compared to congruent (e.g., kind and beautiful) or unrelated (e.g., kind and tall) sets. These results indicate: (a) Attribute structure is a factor in new learning; (b) 6-year-olds tend to organize the verbal labels for attributes into bipolar dimensions, rather than into independent clusters of attributes. The latter findings require reexamination of the meaning of previous word-association data which had been interpreted as indicating that 6-year-olds tend not to organize meanings bipolarly. Experiment 2 showed that the disruptive effects of incongruence on new learning disappears by college age.     

Training children's self-control: A field experiment in self-monitoring and goal-setting in the classroom

A field experiment investigated the effects of training in self-monitoring and goal-setting skills on classroom study behavior and academic achievement among elementary school students in an individualized mathematics program. In the Self-Monitoring Conditions, students were shown a simple system for observing and maintaining daily records of their own study behavior during their math classes; orthogonally, in the Goal-Setting Conditions, students were shown a simple method of setting and recording daily performance goals during their math classes. Exposure to self-monitoring procedures produced significant increases in both appropriate study behavior and in actual achievement in the mathematics program, while exposure to goal-setting procedures had no effect on either study behavior or academic achievement. Nor, contrary to expectation, did exposure to the goal-setting instructions enhance the effectiveness of the self-monitoring system. The implications of these results in terms of implicit and explicit models of self-reinforcement processes were discussed.     

Developmental constraints associated with children's use of the keyword method of foreign language vocabulary learning

Second- and sixth-grade (ages 7 and 11 years, respectively) subjects were instructed to learn simple Spanish vocabulary nouns using the keyword method. To remember a foreign word translation the keyword method user must: (1) associate the foreign word to an English word (the keyword) that sounds like part of the foreign word; and (2) remember an image of the keyword and translation referents interacting. Second-grade keyword users who were provided with interactive pictures remembered more vocabulary items than those who generated their own imagery links when given separate pictures of the keyword and translation referents. Second graders who generated their own linking images when given only the keywords and translation words recalled fewer items than both picture groups, and were not significantly different from control subjects. Sixth graders in the three imagery-link variations performed at comparable levels and better than control subjects. The results are in complete accord with previous speculations about the development of imagery strategies in children.     

Transfer of compounds and components in the discriminative learning of retardates

The discriminative learning and transfer of compound and component problems were assessed in retarded subjects at two levels of intelligence. It was found that brighter subjects (MA = 10 years) found the component problems relatively easier than the compound problems to a greater extent than did the less developed subjects (MA = 5 years). The learning of compound solutions was shown to transfer positively to other compound problems and negatively to component problems. Component solutions were found to transfer positively to other component solutions and negatively to compound solutions. These dimensional transfer effects were interpreted to mean that both compound and component solutions were mediated and conceptual in nature. The developmental differences in relative usages of compound and component aspects of stimuli were viewed as the result of differences in direction of attention rather than of differences in complexity of processing.     

Social influence on attitudes and on anchoring of congeneric attitude scales

Criteria for distinguishing between attitude and response scale effects in “after-only” studies of source-recipient discrepancy were developed and applied in two experiments. These criteria refer to congeneric scales (i.e., multiple measures of the the same property, which may differ in origin, unit, and reliability). Persuasive information may function as a scale anchor, in which case it is expected to affect only that response scale to which it directly pertains. Alternatively, it may convice recipients to change attitudinal positions, and produce effects on all congeneric scales. In one experiment, the self-proclaimed leniency-sternness of a presiding judge in a manslaughter case was varied along with the sentence he imposed and his trustworthiness. In the second study, only the sentence was manipulated, while both leniency ratings and sentencing were measured as dependent variables. Both analyses revealed support for the response scale interpretation, in that effects were observed only on those scales that were directly manipulated.     

Stimulus control and delayed reinforcement

Pigeons were tested for generalization along the line-orientation dimension, after being trained on various two-component multiple schedules. The first component contained either a variable-interval 1-min schedule of immediate reinforcement or an extinction schedule and was associated with a plain white key (S1). The second component contained a variable-interval 1-min schedule of delayed reinforcement and was associated with a black line on a white background (S2). The major results showed that (a) decremental gradients were obtained around the stimulus associated with the delayed reinforcement component when S1 was associated with extinction, but that incremental gradients were obtained when S1 was associated with immediate reinforcement, (b) the subjects' pretraining did not affect the generalization gradients if sufficient training on the terminal multiple schedule was provided, and (c) changing the S1 schedule from immediate reinforcement to extinction produced behavioral contrast if reinforcement was delayed for 10 sec during S2, but not if it was delayed for 20 sec.     

Experiential and physiological responses associated with anger and aggression in women and men

In a 2 × 2 × 2 factorial design, 48 male and female college students were either given a “sex-appropriate” provocation or were not provoked. Half of the subjects were then requested to give a “stream of consciousness” (SOC) report. Throughout the experiment, three physiological measures were monitored. Finally, all subjects delivered noxious sounds to their same-sex partner as part of a Buss-type learning task. No sex differences were found for subjects not giving the SOC report; provoked men and women were equally angry, hostile toward their partner, and displayed equal amounts of aggressive behavior. Provoked men reporting on their SOC, however, appeared to stimulate themselves to more aggression, whereas women seemed to adopt a nonhostile strategy for coping with their anger, thus reducing their inclination to behave aggressively. These patterns of results were closely paralleled by physiological changes. The relative validity of systolic and diastolic blood pressure as indicators of anger arousal was also discussed.     

Do the mentally retarded have poor memory?

The hypothesis that mentally retarded persons have a short-term memory deficit whixh is due to inadequate rehearsal strategies is reexamined. A reevaluation of results of a number of experiments suggests that normal and retarded persons differ on short-term memory tasks, and the superiority of normals is present from the time of initial stimulus exposure. While some evidence for slope differences in retention curves is found in a few tasks, it is not strong support for memory differences. The hypothesis that “memory” differences are due to differential encoding as a result of more adequate rehearsal by the normal subjects is unacceptable. If this were the case, some differences in slope of retention curves could be expected unless rehearsal beyond the encoding stage was totally precluded. The review points to a need for an empirical reevaluation of the issue with a full recognition that deficits in particular processes may characterize some retarded persons and not others.     

The neurotic paradox and self-punitive behavior in humans

Human subjects learned a key-pressing response in order to avoid or escape shock. The reinforcement contingencies were then changed to punishment or to regular nonpunished extinction. The locus of shock onset and offset was systematically varied during the punishment phase. More subjects reported awarencess of the change in the nonpunished extinction group. By inference, the punished groups responded more, and thus the results appear analogous to animal studies on vicious circle, self-punitive responding. Discriminability of change from acquisition to extinction appeared to affect detection of the change.