The research reported here was undertaken in the Behavior Research Laboratory, Institute of Behavioral Science, University of Colorado, and is Publication 60 of the Institute. This research was supported by a research grant (M-4977) from the National Institute of Mental Health. It is a part of the general program of research on inferential processes now in progress at the Behavior Research Laboratory. The authors wish to express their appreciation to Marilyn Wilkins and David Summers for running the subjects and to Cameron Peterson for his suggestions.
Differential feedback in two multiple-cue probability learning tasks†
Version of Record online: 28 DEC 2006
Copyright © 1965 John Wiley & Sons, Ltd.
Volume 10, Issue 4, pages 429–435, 1965
How to Cite
Todd, F. J. and Hammond, K. R. (1965), Differential feedback in two multiple-cue probability learning tasks. Syst. Res., 10: 429–435. doi: 10.1002/bs.3830100406
- Issue online: 28 DEC 2006
- Version of Record online: 28 DEC 2006
- Manuscript Received: 15 JUN 1964
In a learning situation, does the principle “the more information, the better the performance” always apply? Questioned in this article is the traditional use of outcome feedback (knowledge of results) as a means of providing more positive effects on learning. These authors suggest that it is the kind of information that counts in multiple-cue probability tasks.