Enhancing challenged students' recognition of mathematical relations through differential outcomes training

Previous studies have reported that the differential outcomes procedure enhances learning and memory in special populations with cognitive deficits (see Goeters, Blakely, & Poling, 1992 Goeters, S., Blakely, F. and Poling, A. 1992. The differential outcomes effect. The Psychological Record, 42: 389–411. Crossref], Web of Science ®] , Google Scholar], for a review). In the present study we extend these findings to healthy adults who were asked to discriminate between the symbols “ > ” and “ < ” in mathematical statements. In Experiment 1, the performance of participants who showed difficulties in discriminating between these symbols was better (shorter response times) for the differential outcomes condition than for the nondifferential outcomes condition. In Experiment 2, the difficulty of the task was increased by using signed decimal numbers. Similar to Experiment 1, participants who initially had difficulties in discriminating between the symbols showed better performance (higher accuracy) for the differential outcomes condition than for the nondifferential outcomes condition, but only when both numbers were negative. These findings suggest that the differential outcomes procedure can be used to improve performance of challenged healthy adults on discrimination tasks with mathematical symbols and relations.