Varied but not necessarily random: human performance under variability contingencies is affected by instructions

Area of Science:

• Cognitive Psychology
• Behavioral Science

Background:

• Understanding how verbal stimuli influence human behavior is crucial for explaining response variability.
• Previous research has explored factors affecting sequence production, but the specific role of instructions remains to be fully elucidated.

Purpose of the Study:

• To investigate the impact of verbal instructions on the production of response variability in typing tasks.
• To examine how different instructional sets (systematic, random, none) affect sequence generation and sensitivity to reinforcement contingencies.

Main Methods:

• College students were divided into three groups: systematic, random, and control.
• Participants typed three-digit sequences under an ABA experimental design with reinforcement for low-frequency sequences during A phases and withdrawal during the B phase.
• Verbal instructions were used to guide sequence production for the systematic and random groups.

Main Results:

• Instructions effectively guided participants toward systematic or random sequence production, while the control group exhibited mixed patterns.
• Behavioral sensitivity to reinforcement withdrawal (extinction) was observed across all groups, irrespective of initial instructions.
• Systematic sequence production led to a more equiprobable distribution of sequences over trials.
• Reaction times were longer for systematic sequence production compared to random-like production.

Conclusions:

• Verbal instructions play a significant role in controlling response variability and sequence production in humans.
• Individual differences in adapting to variability contingencies may be influenced by the degree of instructional control.
• The findings highlight the interplay between cognitive instructions and behavioral reinforcement in shaping response patterns.