Efectos de los aspectos secuenciales de la historia de aprendizaje (original) (raw)
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Effects of sequential aspects of learning history
Mexican Journal of Behavior Analysis, 2011
In a series of five experiments, a number of similar operant classes, consisting of keystroke sequences on a computer keyboard, were learned and practiced in succession by human subjects. Each experiment consisted of learning sessions spread over several days, separated by either elapsed time or interpolated sessions in which unrelated but similar operant classes were performed. The learning sessions were followed by a final test session in which the subjects were required to choose and perform one from presented sets of three operant classes. The test was designed to be stressful by the imposition of time pressure and certain other contingencies. In the test session, preference was commonly shown for operant classes from the first-and/or last-learned groups-termed primacy and recency effects respectively-with minimal preference for the middle groups. Most subjects showed either primacy or recency effects, and relatively few showed both; the subjects that showed mainly recency effects also made the largest number of errors during initial learning of the last set of operant classes. In addition, certain noncriterial characteristics of these operants were measured. These revealed other effects, in particular the association of performance errors with both greater resurgence of older behavior patterns and greater numbers of new behavior patterns.
EFFECTS OF SEqUENTIAL ASPECTS OF LEARNING
2011
In a series of five experiments, a number of similar operant classes, consisting of keystroke sequences on a computer keyboard, were learned and practiced in succession by human subjects. Each experiment consisted of learning sessions spread over several days, separated by either elapsed time or interpolated sessions in which unrelated but similar operant classes were performed. The learning sessions were followed by a final test session in which the subjects were required to choose and perform one from presented sets of three operant classes. The test was designed to be stressful by the imposition of time pressure and certain other contingencies. In the test session, preference was commonly shown for operant classes from the firstand/or last-learned groups—termed primacy and recency effects respectively—with minimal preference for the middle groups. Most subjects showed either primacy or recency effects, and relatively few showed both; the subjects that showed mainly recency effect...
2015
The present research is based on the conceptualization of resurgence as reappearance of behavior that occurred earlier in the individual's history but not recently, without restoration of the conditions under which the earlier behavior occurred. In a series of five experiments, human participants typed nonword sequences of letters on a computer keyboard. Each sequence was initiated with the spacebar and ended with the enter key, and was treated as a "revealed operant." Each operant was composed of criterial (mandated) and noncriterial (discretionary) keystrokes. Participants learned several unique operants, each defined by a different set of criterial keystrokes. The objective was to study the effect of varying the number of repetitions required for each operant during the learning sessions on the relative frequency with which those operants were performed during a test session. The operants that had previously been performed most frequently were chosen for performance most often. Noncriterial resurgence was measured by "antiquity"-how far back one has to go in the partici
Journal of Motor Behavior, 2003
The author assessed the mechanisms underlying skilled production of keying sequences in Lhe discrete sequenceproduction task by examining lhe effect of sequence length on mean element execution rate (i.e .. the rate effect). To that end. participants (N::; 9) practiced fIXed movement sequences consisting of2, 4, and 6 key presses for a total of 588 trials per sequence. In the subsequent lest phase, the sequences were executed with and without a verbal short-term memory task in both simple and choice reaction time (RT) paradigms. The rate effect was obtained in the discrete sequence-production task-including the typical quadratic increase in sequence execution time (SET. which excl udes RT) with sequence length. The rale effect rcsuhed primarily from 6-key sequences that included I or 2 relatively slow elements at individually d.ifferent serial positions. Slowing of the depression of tite 2nd response key (R,) in the 2-key seq uence reduced (he rate effect in the memory task condition, and faster execution of the I st few elements in each sequence amplified lhe rate effect in simple RT. Last, the time to respond [0 random cues increased with position. suggesting thal the mechanisms thai underlie the rate effect in oew sequences and in familiar sequences are different. The dam were in line with the nmion that coding of longer keying sequences involves motor chunks for the individual sequence segmems and information on haw those mOlar chunks are to be cOllcatenated. Key words: discrete sequence production. motor skills. movement sequences, rate effect berg et a1., 1978).' Even though it seems reasonable that the rate effect is related somehow to distributed programming, neitber the mechanisms underlying the rate effect nor how practice affects tbe rate effect has been addressed in previous research. Moreover, tlte rate etfect has been investigat-Correspondence address: Willem B. Verwey, Uni\'ersily of Twt nre, Faculty of Behavioral Sciences. P.O. Box 217, 7500 AE E1Jschede. The Netllerlands. Ew mail address: w.n. Verwey@edte. mwe"te.,,1
Chains: A Quickbasic 4.5 Program for Studying Variables Affecting Human Learning
2000
The procedure known as "the repeated acquisition of behavioral chains" has revealed how learning is affected by variables such as the punishment of errors (Boren & Devine, 1968), drugs (Higgins, Rush, Hughes, Bickel, Lynn, & Capeless, 1992; Thompson & Moerschbaecher, 1979), and age (Perone & Baron, 1982). In each session, a participant learns a sequence of responses ("the chain") that produces reinforcement. The sequences differ between sessions, but with extended practice the participant's error rate stabilizes and provides a baseline for studying variables affecting learning. CHAINS, a QuickBASIC 4.5 (QB4.5) program, modeled after procedures used by Perone and Baron (1982), allows researchers with some knowledge of BASIC to easily implement the repeated acquisition procedure with humans. CHAINS first instructs the participant that depressing the correct sequence of numeric keys on the number pad produces a reinforcer. Depressing a correct key displays the c...
Acta psychologica, 2014
A substantial amount of research has addressed how people learn and control movement sequences. Recent results suggested that practice with discrete key pressing sequences results in two types of sequence learning: associative learning and motor chunk development (Verwey & Abrahamse, 2012). In the present study, we addressed whether in keying sequences of limited length associative learning develops also when the use of the chunking mode is prevented by introducing during practice random deviants. In line with the notion of two different learning mechanisms, the present results indicate that associative sequence learning develops when motor chunks cannot be developed during practice. This confirms the notion that motor chunks do not rely on these associations. In addition, experience with a particular execution mode during the practice phase seems to benefit subsequent use of that mode with unfamiliar and random sequences. Also, participants with substantial video-gaming experience ...
Decrease of Precurrent Behavior as Training Increases: Effects of Task Complexity
The Psychological Record, 1999
When someone is described as memorizing~phone number, part of what is being asserted is that the person is capable of dialing the number without looking it up in the directory. Such responses, which may decrease and stop occurring as training increases, can be interpreted as nonrequired precurrent behavior. In different experiments, participants could look up an auxiliary screen to see the numbers (Experiment 1) or arbitrary characters (Experiment 3) corresponding to different shapes. In Experiment 2, a typing task with a covered keyboard was used, in which participants could look up an auxiliary screen to see key positions. Duration of precurrent response, divided by correct current responses, decreased as a linear function of the logarithm ot trials in ali three experiments. In Experiment 3, the complexity of the task was changed, by altering the number of responses to be learned per pair, per position, and in the total task. Results indicated that these variables produced systematic effects on performance and are compatible with an interpretation of task complexity based upon the quantification of the programmed contingencies of reinforcement. In ordinary language, people are often described as doing things in the head. When someone makes mental calculations, we say that the person solved the problems in his or her head, or mentally, and the