Strategy training and attributional feedback with learning disabled students.

Investigated the effects of verbalization of subtraction with regrouping operations and effort-attributional feedback on the self-efficacy and skillful performance of 90 Ss (aged 11 yrs 2 mo to 16 yrs 2 mo) in Grades 6–8 who were classified as learning disabled in mathematics. Ss received training and solved problems over sessions. Ss in the 1st condition verbalized aloud while solving problems (continuous verbalization), those in the 2nd condition verbalized only during the 1st half of training (discontinued verbalization), and those in the 3rd condition did not verbalize (no verbalization). All Ss were periodically monitored and received effort feedback during the 1st half of training, effort feedback during the 2nd half of training, or no effort feedback. Findings show that continuous verbalization led to higher self-efficacy and skillful performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback during the 1st half of training enhanced effort attributions. The process by which verbalization promotes achievement outcomes is discussed. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of aptitudes, strategy training, and task facets on spatial task performance.

A pilot study, with 8 high school students, demonstrated that 3 item characteristics accounted for most of the variation in item difficulty in a paper-folding task: number of folds, number of obscured folds, and number of asymmetric folds. Retrospective reports suggested that Ss employed 2 strategies when attempting to solve these items: a visualization strategy and an analytic strategy. In the main experiment, these 2 strategies were demonstrated via motion picture models; 24 Ss received visualization training, and 24 received analytic training. Training effects of the demonstration films were compared with a performance feedback condition given to 8 Ss. All Ss performed 74 paper-folding items and 60 surface development transfer items following treatment. Error and latency data suggested that the treatments affected strategy selection and efficiency on both tasks. Treatment effects depended on item characteristics and response mode as well as on Ss' fluid-analytic/visualization and verbal abilities, as assessed by the Concept Mastery Test, WAIS Vocabulary test, and Raven Progressive Matrices. Sex differences were also noted, with verbal ability being important in the performance of females but not males. Implications for a process theory of human abilities are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Change mechanisms in EMG biofeedback training: Cognitive changes underlying improvements in tension headache.

43 college students suffering from recurrent tension headache were randomly assigned to 1 of 4 EMG biofeedback training conditions. Although all Ss were led to believe they were learning to decrease frontal EMG activity, actual feedback was contingent on decreased EMG activity for half of the Ss and increased EMG activity for the other half. Within these 2 groups, Ss also viewed bogus video displays designed to convince them they were achieving large (high success) or small (moderate success) reductions in EMG activity. Results show that regardless of actual changes in EMG activity, Ss receiving high-success feedback had substantially greater improvement in headache activity (53%) than Ss receiving moderate success feedback (26%). Performance feedback was also related to score changes in locus of control and self-efficacy measures administered pre- and posttreatment. Changes in these 2 cognitive variables during biofeedback training were correlated with reductions in headache activity following treatment, while changes in EMG activity exhibited during training were uncorrelated with outcome. (54 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Area and volume conservation among the elderly: Assessment and training.

Conducted 2 studies to examine whether the elderly maintain the competence to adequately solve problems of logical thinking. In the 1st study the performance of 60 noninstitutionalized middle-class elderly females was assessed on area and volume conservation tasks. On overall performance only 33.3% of the Ss were classified as conservers. In the 2nd study a training paradigm was used to determine whether simple verbal feedback activated the strategies required for adequate performance on conservation tasks. 22 Ss who failed at least 2 conservation tasks in the assessment study were administered a 20-trial training procedure. Half of these Ss received simple verbal feedback following each response, while half received no feedback. Results on an immediate posttest indicated that the feedback group performed significantly better than the control group on the near transfer posttest task and on the majority of far transfer tasks. The results are discussed in terms of a distinction between competence and performance. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of self-esteem manipulation on arousal and reactions to sad models in depressed and nondepressed college students.

24 depressed and 24 nondepressed college students were given spurious feedback, either positive or negative, about the results of personality tests. They then watched a film of an intensive encounter group. Psychophysiological reactions to both feedback and observation of sad film models were recorded. Depressed Ss showed greater arousal than nondepressed Ss only after negative feedback. Depressed Ss reacted emotionally to the sad models after negative feedback; nondepressed Ss, after positive feedback. Arousal results indicate that depressed Ss were particularly reactive to a "loss" of self-esteem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The information acquired during artificial grammar learning.

In an artificial grammar learning task, amnesic patients classified test items as well as normal Ss did. Item similarity did not affect grammaticality judgments when similar and nonsimilar test items were balanced for the frequency with which bigrams and trigrams (chunks) that appeared in the training set also appeared in the test items. Amnesic Ss performed like normal Ss. Results suggest that concrete information about letter chunks can influence grammaticality judgments and that this information is acquired implicitly. The similarity of whole test items to training items does not appear to affect grammaticality judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the utility of the keyword mnemonic for vocabulary learning.

Examined the use of the keyword mnemonic for vocabulary learning by university students given extensive keyword training. Keywords were identified by the learners rather than supplied by the experimenter. In Exp 1, Ss studied and recalled English equivalents of German nouns before and after mnemonic training under different presentation conditions. Before training, learning was 60% better with 4 list presentations at a 2.5-s rate (4?×?2.5) than with 1 presentation at a 10-s rate (1?×?10). Learning was better after training, especially in the 1?×?10 condition; Ss reported difficulty using the keyword mnemonic in the 4?×?2.5 condition despite higher learning scores in that condition after training. In Exp 2, Ss learned brief definitions of unusual words with self-paced presentation. The keyword Ss scored significantly more poorly than controls on items not selected for keyword suitability, and additional data indicated that it was difficult to generate keywords for many of those items and that an alternative mediational strategy was preferred. A 3rd experiment showed no learning difference between the keyword-generated version of the keyword method used in Exps 1 and 2 and a keyword-supplied condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of information feedback on matrices learning for differing socioeconomic levels.

Examined the differential effect of 2 kinds of information feedback on performance when used to train matrix completion strategies. A matrices training task was administered to 120 white male Ss representing Grades 1 and 3 and low- and middle-socioeconomic status (SES) levels. After 4 enclosure-type items had been learned under 1 of 2 feedback conditions, Ss responded to a transfer set of 10 similar items. Results indicate that the 3rd-grade Ss learned more quickly than the 1st-grade Ss (p 1969-02983-001) concerning differential conceptual performance abilities characteristic of different SES levels. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interdimensional transfer of an ordinal solution strategy.

Asked 6-yr-olds to find non-end members of 4-stimulus ordinal sets. Ss receiving training were trained using either the height or brightness dimension and were tested on the alternate dimension. One group received training with a "point-to-end-member-first" correction procedure. A 2nd group received feedback without that correction procedure. A control group was given the transfer task only. Training with the correction procedure produced transfer scores superior to those of the other treatment groups. Interdimensional transfer of an ordinal solution strategy was shown. The findings suggest that the ability to deal with ordinal relations is available to 6-yr-old Ss and needs only appropriate elicitation conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing relational and item-specific information: Effects of aging and division of attention.

64 young adults (aged 18–21 yrs) and 32 older Ss (aged 65–83 yrs) encoded items from categorizable lists under incidental learning conditions. Two orienting tasks were used: a category sorting task and a pleasantness rating task. The number of items/category was varied (between 2 and 14) within each list. In addition, 24 young adults performed the orienting tasks while simultaneously engaged in an attention-demanding secondary task (divided-attention condition). Recall declined with both age and division of attention, while recall clustering was greatest for the older Ss and least for the young divided-attention Ss. The effects of category size and orienting task on recall did not vary across groups. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Induced versus spontaneous attainment of concrete operations and their relationship to school achievement.

Tested whether 3rd grade school achievement can be enhanced by training children to conserve 1 or 2 yrs prior to the time they would be expected to spontaneously conserve substances. Ss were 60 White middle-class 3rd graders who had taken part in conservation training studies when in kindergarten and been designated as trained and early conservers and controls. When Ss entered the 3rd grade they were administered the Otis-Lennon Mental Ability Test and the Stanford Achievement test. Results show that although the spontaneous early attainment of conservation is a valid predictor of certain areas of school achievement, Ss trained to conserve in kindergarten did not do better in school achievement than their later conserving peers. Findings are interpreted in light of the distribution between learning and development. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human factors in operating systems related to delay and displacement of retinal feedback.

Evaluated theories of response to altered retinal feedback i.e., associative learning doctrines and the feedback-compensation hypothesis in relation to their application in defining human factors principles in machine and perceptual training designs. Using 12 Ss, controlled comparisons were made of the relative effects of reversed and delayed feedback of head and eye movements under conditions in which head movements could not compensate altered feedback of eye movements and vice versa. Findings, e.g., the accuracy of ocular tracking, etc., are discussed. Some results indicate that there was little or no learned adaptation to the reversed and delayed vision produced by head and eye movements. Findings support a behavioral cybernetic interpretation of the guidance factors in man-machine and perceptual systems relationships by showing that the effects of altered feedback in machine and systems operation are determined by movement capabilities in compensating displacements and delays in sensory input. Results also suggest that visual impairments may be produced by delays in the retinal feedback effects of eye and head movements and that these defects may require dynamic methods of optometric diagnosis and training for their measurement and correction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Biofeedback and electrodermal self-regulation in psychopathy.

Examined the degree to which psychopaths can learn to modify their spontaneous skin resistance responses (SSRRs) using intructions and biofeedback. Ten clinically defined psychopaths and 12 control Ss were tested, using a within-S design. Ss were required to increase and decrease the frequency of SSRRs, first without feedback, then with biofeedback training, and finally without feedback. During prefeedback with instructions alone, control Ss were able to raise SSRRs relative to resting baselines, but psychopaths showed no SSRR control. After 16 min of biofeedback training, both groups were able to raise and lower their SSRRs to a comparable degree. The results for heart rate, measured at the same time, presented the opposite pattern; during prefeedback with instructions alone, both groups produced comparable increases in heart rate, but in postfeedback the controls maintained heart rate whereas the psychopaths did not. Data suggest that psychopaths are as capable of learning to voluntarily regulate electrodermal activity as are controls, but they still differ in autonomic patterning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of instructions and feedback on blood alcohol level discrimination training in nonalcoholic drinkers.

Investigated whether nonalcoholic drinkers can be trained to discriminate their blood alcohol levels (BAL) on the basis of internal cues. 72 male undergraduates classified as heavy drinkers came to the laboratory for 3 consecutive sessions, each consisting of 5 BAL estimation trials. The 2 manipulated independent variables factorially combined were beverage sequence and administration of BAL feedback. All Ss were told that they would receive mixed drinks containing vodka and tonic on each day, and all Ss received alcohol on Day 1. On Day 2, half of the Ss received alcohol and half received tonic alone; similarly, half of the Ss in each of these groups received either alcohol or tonic on Day 3. No S received BAL feedback on Day 1, and one-third of Ss did not receive feedback on Days 2 and 3. The remaining Ss received feedback on Day 2; half of the latter Ss also received feedback on Day 3, and half did not. Ss did not learn to discriminate their BAL on the basis of internal cues. Results are discussed in reference to the utility of BAL discrimination training in alcoholism prevention programs. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal-discrimination learning following a free-recall familiarization training procedure.

Investigated the effects of transfer from a modified free-recall task to verbal-discrimination (VD) learning. The free-recall procedure was designed to impact increments in experimental frequency to specific words that appeared in VD. 4 experimental groups, with 30 undergraduates in each, were given prior free-recall exposure to either all right VD items (A-R), all wrong (A-W), both the right and wrong items from same VD pairs (B-S), or both the right and wrong items from different VD pairs (B-D). A 5th group of 30 Ss served as a control and learned a free-recall list which did not contain any VD items (C). In terms of number of correct responses during VD learning, the groups were ordered as follows: A-R, C, A-W, B-S, and B-D. Results are interpreted as being consistent with derivations from the frequency theory of VD learning. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Blood alcohol level discrimination by alcoholics: The role of internal and external cues.

Two groups of 4 chronic alcoholics lived in Rutgers' Alcohol Behavior Research Laboratory for separate 2-wk periods. During that time, Ss were taught to attend either to internal or to external cues to blood alcohol level (BAL). Mean age of the internal group was 36.2 yrs, and that of the external was 35.7 yrs. Internal Ss completed the Body Sensation Checklist and the Mood Adjective Check List. During a single training session, Ss received feedback on actual BAL following each of their BAL estimates. During pretraining and posttraining sessions, assessments of BAL estimation accuracy were obtained in the absence of feedback. Prior to training, both groups were equally inaccurate in estimating BAL. During training, when accurate BAL feedback was provided, estimation accuracy increased significantly for both groups. Once feedback of actual BAL was removed during the posttraining test session, however, only externally trained Ss maintained the ability to estimate BAL accurately. It is concluded that unlike the nonalcoholic Ss studied by H. Huber, R. Karlin, and A. E. Nathan (1976), the alcoholic Ss of the present study did not learn to discriminate BAL on the basis of internal feelings and sensations nearly as adequately as they did when they referred to external cues. It is suggested that these findings may have important implications for the clinical application of BAL discrimination training. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influences of categorization on perceptual discrimination.

Four experiments investigated the influence of categorization training on perceptual discrimination. Ss were trained according to 1 of 4 different categorization regimes. Subsequent to category learning, Ss performed a Same–Different judgment task. Ss' sensitivities (d's) for discriminating between items that varied on category-(ir)relevant dimensions were measured. Evidence for acquired distinctiveness (increased perceptual sensitivity for items that are categorized differently) was obtained. One case of acquired equivalence (decreased perceptual sensitivity for items that are categorized together) was found for separable, but not integral, dimensions. Acquired equivalence within a categorization-relevant dimension was never found for either integral or separable dimensions. The relevance of the results for theories of perceptual learning, dimensional attention, categorical perception, and categorization are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential proprioceptive feedback and DRL performance of normal and septal rats.

In a study with 18 Long-Evans hooded rats, normal Ss and Ss with septal lesions were run on a differential reinforcement of low rate schedule in the presence or absence of a differential response feedback produced by systematically varying the force required to depress the lever. For each of 3 treatment conditions, the required force either decreased, increased, or remained constant. By the end of training, normal and lesioned Ss were not significantly different from each other on all performance measures examined when differential response feedback was provided (i.e., decreasing or increasing force). However, significant lesion-normal differences were present when such feedback was absent (i.e., constant force). (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-consciousness and self-assessment.

Investigated the effect of self-consciousness on Ss' tendencies to seek out or avoid ability-diagnostic information by giving 30 male and 44 female undergraduates bogus feedback on task performance, initially indicating that they had either moderately high or low levels of "surgency" (an ability with which they were relatively unfamiliar). Ss were allowed to choose the composition of a 2nd surgency task by selecting test items from among several categories. For some items, but not others, performance norms were ostensibly available, allowing Ss to evaluate the adequacy of their performance on those items. Results show that private self-consciousness interacted with initial outcome so that seeking norms (after success) and avoidance of norms (after failure) occurred only among Ss who were relatively high in private self-consciousness (as measured several weeks earlier by a self-consciousness scale). (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)