By Hayne W. Reese (Ed.)
This quantity, one in a chain, bargains with the constitution of developmental conception, recursive platforms, kid's iconic realism, the function of cognition in figuring out gender results, the improvement of processing pace in adolescence and youth and extra.
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Their discriminanda, threedimensional objects requiring a size choice, are unique in this domain. It may be that particularly salient or “easy” dimensions, such as position in the Bisett and Rieber, Haaf, Shepp, and Siege1 programs, or size in the Terrell investigations, are more amenable to cue or motivational associations to physical or incentive properties of reward. ” Two-choice selective learning does constitute in a basic manner a “problem” to be solved. In order to yield variance, the experimenter, interested in acquisition rather than resistance to fatigue or boredom, selects a medium range of difficulty.
Between groups analyses for satiation level (incentive) and recovery interval (drive) showed independence and additivity in a manner strikingly similar to Black’s formulation and the operational definitions of appetitive drive and reward levels. Gewirtz’s earlier use of social drive as analogous to appetitive drive was, by his own admission, gratuitous and heuristic and not intended as explicit derivations from the Hull-Spence tradition. Instead, he tentatively suggested a registration response habituation hypothesis or, alternatively, the satiation phenomenon for the stimulus on its own merits.
During habit learning, the anticipation of reward associated to the discriminanda may have provided implicit redundant cues from the incentive dimension to facilitate acquisition. Finally, children may have employed various strategies in distributing choices among well-learned incentives. Results suggested, but did not differentially define these theoretical possibilities. B. VERBAL VERSUS MATERIALREWARDS Research with children showing the superiority of material over verbal incentives in laboratory learning has been reviewed by Fischer (1963) and Witryol et al.
Advances in Child Development and Behavior, Vol. 6 by Hayne W. Reese (Ed.)