Related Experiment Videos
Anticipating the correct matching response in a second-order matching-to-sample task
Emilio Ribes-Iñesta1, María Elena Rodríguez, M Teresa Fuentes
1University of Guadalajara. ribes@cencar.udg.mx
Psychological Reports
|February 10, 2004
Summary
Anticipating responses in a matching-to-sample task aids learning. Explicit verbal descriptions of correct choices significantly improve both initial learning and transfer of the second-order matching task.
Area of Science:
- Cognitive Psychology
- Behavioral Science
Background:
- Second-order matching-to-sample tasks assess complex learning.
- Understanding how anticipation influences learning is crucial for educational strategies.
Purpose of the Study:
- To investigate the impact of response anticipation on acquiring and transferring second-order matching-to-sample skills.
- To determine if verbal descriptions enhance this learning process.
Main Methods:
- 40 college students participated in varied anticipation procedures.
- Subjects underwent pretests, training blocks, transfer tests, and posttests.
- Procedures included explicit verbal descriptions versus no explicit descriptions.
Main Results:
- Acquisition and transfer of matching skills depend on verbal discrimination of the matching criterion.
- Prior correct performance (pretest) facilitated learning.
- Anticipation procedures with explicit verbal descriptions enhanced discrimination.
Conclusions:
- Verbal discrimination is key for second-order matching-to-sample task success.
- Explicit verbal cues during anticipation training improve learning and transfer.
- Task performance is influenced by pre-existing knowledge and explicit instructional methods.