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Effects of task complexity on learning to skip steps: an operant analysis.
Jorge Oliveira-Castro1, Juliana Faria, Moema Dias
1Universidade de Brasi;lia, Inst. de Psicologia Dept. de Processos Psicologicos Basicos, Campus Universitario Darcy Ribeiro, 70910-900, DF, Brasi;lia, Brazil
Behavioural Processes
|August 15, 2002
Summary
As training progresses, participants increasingly reduce auxiliary responses, which are optional steps aiding learning. Task complexity, manipulated through reinforcement schedules, directly correlates with the decrease in these helpful, but not required, behaviors.
Area of Science:
- Behavioral Psychology
- Learning Sciences
- Reinforcement Theory
Background:
- Auxiliary responses are precurrent behaviors that facilitate learning but are not essential for task completion.
- These responses typically diminish as training increases and task mastery improves.
- Understanding the factors influencing the reduction of auxiliary responses is key to optimizing learning processes.
Purpose of the Study:
- To investigate the decrease of auxiliary responses during a paired-associates learning task.
- To examine how variations in task complexity, specifically reinforcement schedules, affect the duration of auxiliary behavior.
- To determine if task complexity can be quantified by analyzing programmed contingencies of reinforcement.
Main Methods:
- A paired-associates learning task was employed, requiring participants to learn arbitrary characters associated with shapes.
- Participants could use an auxiliary screen for support (auxiliary response).
- Task complexity was systematically manipulated by altering reinforcement frequency, probability, and the number of associated pairs/characters.
Main Results:
- Increases in task complexity variables led to systematic decreases in the duration of auxiliary behavior.
- Higher reinforcement frequency and probability were associated with less reliance on auxiliary responses.
- The study demonstrated a clear relationship between programmed contingencies and the reduction of auxiliary behaviors.
Conclusions:
- The duration of auxiliary behavior is inversely related to task complexity as defined by reinforcement schedules.
- Task complexity can be objectively measured by quantifying the programmed contingencies of reinforcement.
- These findings have implications for designing more efficient and effective learning environments by understanding the role of optional support behaviors.