Cooperative rule-learning: a metacognitive interpretation Bender, Timothy
dc.contributor.department Psychology 2018-08-15T21:31:01.000 2020-07-02T06:01:06Z 2020-07-02T06:01:06Z Fri Jan 01 00:00:00 UTC 1982 1982
dc.description.abstract <p>Effects of vocalization of reasoning, and working with a partner, on rule-learning tasks were investigated. Subjects completed eight rule-learning problems, while working alone or as pairs. The trials to solution, proportion of untenable hypotheses, strategy efficiency, and decision time were assessed in both a learning and 48-hour delayed transfer session. Results of Experiment 1 indicated that subjects trained as pairs evinced a decline in processing, but improved latency, in the transfer of performance from the learning to transfer session. Results of Experiment 2 indicated the transfer between sessions for individual subjects, across a variety of stimulus material, was generally positive. Results of Experiment 3 indicated that working with a partner improved performance while with the partner, but not subsequent performance. Also, vocalization of reasoning during the learning session led to improved performance in both sessions, for individually trained subjects. For previously paired subjects, vocalization of reasoning in the learning session led to a less severe drop in performance in the transfer session than did nonvocalization.</p>
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dc.identifier archive/
dc.identifier.articleid 8533
dc.identifier.contextkey 6314512
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/7534
dc.language.iso en
dc.source.bitstream archive/|||Sat Jan 15 01:49:57 UTC 2022
dc.subject.disciplines Educational Psychology
dc.subject.keywords Psychology
dc.title Cooperative rule-learning: a metacognitive interpretation
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication 796236b3-85a0-4cde-b154-31da9e94ed42 dissertation Doctor of Philosophy
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