The Relative Effectiveness of Rules 1 and 2 in Verbal Discrimination Learning
Peter M. Lisiecki, Terry M. Libkuman · The American Journal of Psychology · 1977
The prediction, derived from frequency theory, that performance on a verbal discrimination task would be the same for Rules 1 and 2 was tested. Appropriateness of the rules was achieved by varying the number of times the right (R) and wrong (W) items were pronounced during the feedback interval. The sequence of pronunciation (R-W or W-R) was also manipulated in order to determine whether rehearsal depends on the order of pronunciation. After the task was completed, each subject was given a modified free-recall task to investigate possible relationships between the various treatment conditions and incidental learning. Analyses of the data revealed a significant differential pronunciation effect (p < .05) indicating that Rule 2 responding retarded acquisition rate. Superior performance on the modified free-recall task was associated with a W-R, relative to an R-W, sequence of pronunciation during feedback. Discussion of the results indicated possible explanations inconsistent with frequency theory predictions.