Figure 5 - uploaded by Marco Pulido
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The major purpose of the present study was to assess the effects of practice and reinforcement on letter string problem solving. College students were exposed to printed letter string problems. In the first experiment correct answers could be reinforced, punished, ignored, randomly reinforced or presented without a previous example. Data showed pun...
Contexts in source publication
Context 1
... the inverse/direct condition, the average number of correct responses fluctuates throughout the study, reaching its highest point at the fourth problem, and its lowest points at the second and thirteenth problems. Figure 5 shows the average probability of producing a correct answer in the last twelve problems for all subjects and experimental conditions. The graph in the left, shows those conditions that ended with the "direct" problems (direct/direct and inverse/direct); the graph in the right, shows those conditions that ended with the "inverse" problems (inverse/inverse and direct/inverse problems). ...
Context 2
... both graphs, the "Y" axis shows the average probability of emitting a correct answers; the "X" axis shows the experimental conditions. In general, Figure 5 shows that the probability of producing a correct answer in the last twelve problems was higher in the "direct" conditions than in the inverse conditions. Additionally, figure 5 shows that performance in the last twelve prob- lems is significantly impaired when the answer selected for reinforcement changes after the twelfth problem. ...
Context 3
... general, Figure 5 shows that the probability of producing a correct answer in the last twelve problems was higher in the "direct" conditions than in the inverse conditions. Additionally, figure 5 shows that performance in the last twelve prob- lems is significantly impaired when the answer selected for reinforcement changes after the twelfth problem. The effect attains statistical significance when compar- ing the direct/direct and inverse/direct conditions (t(22)=18.79, ...
Citations
... However, when the alphabetical order of the problems was different (for instance ABC:ABD/OMN) the number of correct answers dropped dramatically. This finding was later replicated by Pulido, Hernández, et al., (2010) using a within-subjects, repeated measures design. Taken together, these findings suggest that when superficial similarities disappear, individuals have problems solving LSP. ...
... In this condition, they received feedback on their performance solving different types of LSP. Additionally, the finding that dichotomous feedback had negligible effects on the Direct/Inverse condition is surprising, as other studies have found it useful in solving analogous LSP (Pulido, Hernández, et al., 2010). Thus, another objective of the second study was to assess the effects of dichotomous feedback on a greater number of LSP (and under conditions of previous training). ...
... The training phase ended with four inverse order letter strings in non-consecutive order (QOM/ROM:ECA?). These letter-strings were piloted in a previous study (Pulido, Hernández et al., 2010) and their respective difficulty assessed. Their presentation order during the training phase was determined by difficulty ratings (subjects first received the easiest problems, and gradually moved up to the most difficult ones). ...
This paper explored the effects of different feedback manipulations on letter-string problem solving by analogical transfer. Specifically, the present studies assessed the effects of the type of feedback (first experiment); long exposure to feedback (second experiment) and the number of feedback problems during the practice phase (experiment 3). Participants were college undergraduate students who voluntarily received and answered printed letter string problems. Results showed that correct answer feedback has a significant positive effect on deep structure problem solving; they also showed that problem solution occurs much faster and evolves in a more straightforward manner with this type of feedback. Results also showed a direct relationship between the number of problems with correct answer feedback during the training phase, and the number of correct answers during the testing trial. Results are discussed in terms of the importance of using within-subject experimental designs in both the feedback interventions and analogical transfer literatures.
