Richard N. Berry

EFFECTS OF VARYING PERCENTAGES OF REINFORCEMENT IN AN UNRELATED INTERPOLATED TASK

It is the purpose of the present research to demonstrate that a stimulusresponse-reinforcer sequence may affect a quite dissimilar sequence. More specifically, the argument will center around the non-task-specific effects of interpolated activity in the classical retroactive inhibition situation. In the present experiments, differing amounts of reinforcement were applied to a task which was interpolated at a fixed point in the performance of another task. It is essential to note that the interpolated and interrupted tasks were dissimilar. Any systematic effects of varying amounts of reinforcement probably could not be attributed to reinforcement of specific connections transferred from the interpolated to the interrupted task. There are previous experiments in which non-task-specific effects of relative success and failure have been studied, but the success or failure information given to S has been either extreme or poorly controlled (1, 4). It was the intent of the present E to employ quantifiable amounts of reinforcement within the normal social bounds, thus making the procedure comparable with the usual human learning situation.

Rapidity of Test Completion and Level of Score Attained

Analysis of 4 rapidity indices, an achievement test score, and 2 personality measures indicated that rapidity was a stylistic and reliable response set not significantly related to score level. Personality measures were not related to rapidity, but were slightly related to score level.

RECALL FOLLOWING NON-OPTIMAL TENSION DURING LEARNING

This experiment was designed to evaluate the effects on retention of introducing non-optimal muscular tension in the legs during the course of learning 40 words. The tension was introduced during the recitation of the second 10 words. There was a tension group and a no-tension group, each with 30 Ss, in which there was no inter-trial “rest.” There were two corresponding groups in which there was a 1-min. interval between word lists. Analysis of the immediate recall data supports the conclusion that non-optimal tension during learning is directly related to recall scores. This suggests a general hypothesis that tension during learning may bring about poorer recall scores but will not improve recall.