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Interactions of instructional
accuracy and history, verbalizations and contingencies on human
performance in conditional discrimination Three experiments examined the effects of instructions, verbalizations and consequences. In experiments 1 and 2 undergraduate students were trained on a matching-to- sample task involving one of the following types of instructional histories: a) true instructions followed by false instructions; b) false instructions followed by true instructions; c) true instructions followed by true instructions, but with a change in the sample-comparison relationship; and d) false instructions followed by false instructions, but with a change in the sample-comparison relation being reinforced. Results of experiment 1 suggest that the effects of a history of true versus false instructions on later instruction following can be understood as the outcome of an interaction between instructional accuracy and current contingencies. Experiment 2 added to the previous design a change in the way in which feedback was scheduled from continuous to delayed feedback or from delayed to continuous feedback. The results of experiment 2 suggest an interaction between the correspondence or lack of it that takes place between instructions and consequences, and changes in the density of consequences (continuous or delayed) over time. Experiment 3 explored the effects of verbalizations under second order conditional discrimination. Keywords: |
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