AN EXPERIMENTAL COMPARISON OF THE EFFECTS OF PARTIAL CONTINUOUS REINFORCEMENT UNDER CONDITIONS OF DIFFERENT DEGREES OF BOTH SECONDARY REINFORCEMENT AND DISTRIBUTION OF PRACTICE

123 Pages·03.074 MB·English

by  RUBIN, LEONARD SIDNEY

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Xerox University Microfilms
300 North Zeeb Road
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LD3907 1
.G7 Rubin, Leonard Sidney, 1922-
1951 An experimental comparison of the
.R9 effects of p artial and continuous re ­
inforcement under conditions of d if­
ferent degrees of both secondary re ­
inforcement and distribution of
practice.
vi,115p. d iag rs., tables.
Thesis (Ph,D.) - N.Y.U., Graduate
School, 19 51.
Bibliography: p.86-88.
C75302
ShcU Us'
Xerox University Microfilms, Ann Arbor, Michigan 48106
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.
LIPRARY 0?
NFf YORK Uiilvn^TTl
UNIVERSITY Ht'iGHI'S
An Experimental Comparison of the Effeots of Partial
and Continuous Reinforcement under Conditions of
Different Degrees of Both Secondary
Reinforcement and Distribution
of Practice
Leonard S. Rubin
Submitted in partial fulfillm ent of the requirements
for the degree of Dootor of Philosophy in the graduate
School of Arts and Science of New York University
n aca_
FaJR .H SI
i i .
ACKNOWLEDGSM0IT
The w riter wishes to express his gratitude to
Prof, H.H. Kendler for his many helpful suggestions
and astute criticism s offered throughout the course
of th is experimental investigation. The w riter is
also indebted to Prof, L.W. Crafts for h is many
critica l comments.
2 o 'M 1 ^
iii
Contents
Page
Introduction 0 0 * » . . . . . . . l
Purpose, ................................29
Experiment I . . . . 51
Statement of Problem •............................................31
Subjects ..................................... • • • • • 3 2
Apparatus.................................... 32
Preliminary Training .......................................37
Procedure in Learning Series.......................38
Procedure in Extinction Series . . . . 41
Description o f Experimental Groups. • .4 1
S ta tistica l A n a ly s is ...............................................43
R esults...............................................................................................47
A c q u isitio n ....................................................................47
Extinction • • • • • • • • • • 5 2
Discussion • • • • ......................................................59
Experiment I I ..................................................• • • • 6 4
Statement of P rob lem ...............................................64
S u b je c ts ................................................................. . 6 7
Apparatus and Preliminary Training, • .6 7
Procedure in Learning Series, . • • . 67
Procedure in Extinction Series • • • • 68
Desoriptiojj of Experimental Groups, . .6 9
S ta tistica l Analysis • • « • • • • 69
iv
Page
R esults.................................................................. . • • • 7 0
Acquisition...............................................................................70
Extinction ..................................................70
Discussion* .................................................................70
General Discussion of Results ..................................... 76
Summary.......................................... . 8 4
B ibliography........................................................................, . 8 6
A ppendix.............................................................................................89
V
Tables
Page
Table ! • • • • • • • ..........................................4
Table II. ............................................................................10
Table I I I ...................................................................................12
Table .................................... 14
Table ...........................................................................................24
Table VT...........................................................................................25
Table V I I ...................................................................................44
Table V I II ...................................................................................46
Table ..........................................................................................48
Table X . . . . . .......................................................55
Table XI...........................................................................................71
Table X I I ...................................................................................73
Table X I II ...................................................................................91
Table X I V ....................................................................................98
Table XV........................................................................................104
Table X V I .................................................................................HO
Table X V II......................................................... .114
Table XVIII.................................................................................115
vi
Figures
Page
Figure I . • • • • • • • • • • • • 2 0
Figure I I .............................................................................................55
Figure III• • • • • • • • • • • • 5 5
Figure III A. • • • • • • • • • • • 5 6
Figure IV.................................................. 49
Figure V , • • • • • ■..................................................51
Figure VI.............................................................................................55
Figure VII ................................................................54
Figure V I I I ......................................................................................72
Figure IX • 92
Figure .............................................................................................95
Figure XI, . • • • 9 4
Figure X I I ......................................................................................95
Figure X I II ....................................................................................105
Figure XIV • • • .................................................... 106
Figure XV...........................................................................................107
Figure ...................................................................................108
Introduction
At on© tin© Watson (23) baliovod that the entire
learning process could be accounted for on the basis of
two principles - frequency and recency. In proposing the
principle of frequency, Watson believed he was getting rid
of the subjectivity implied in Thorndike's concepts of
satisfiers and annoyers. Several experimental objections
were raised againat Watson's omphasis on the principle of
frequency in his theoretical formulation. The experimental
results of Kuo (14), Peterson (17) and Gengerelli (7)»
appeared to invalidate Watson's principle. These studies
indicated that in any adequate description of the learning
prooess the principle of frequency could not supplant some
statement of the principle of effect.
The original statement, of the " law of effect", as
postulated by Thorndike (22!), was in mentalistic formi the
vividness (attention - getting power) of the correct response,
or its satisfyingness, or its pleasurable charaoter was
supposed to explain the selection process in trial « and -
error learning. Following this he attempted to formulate a
more objective position. The most objective contemporary
reinforcement theory is the one proposed by Hull (9)» His
fourth postulate statesi "Whenever an effector activity (r— R)
and a receptor activity(S—~s) occur in close temporal
2
contiguity (sOr), and this aOr ia oloaely and consistently
associated with the diminution of a need (G), there w ill
result an increment to a tendency (sHr) for that afferent
impulse on later occasions to evoke that reaction* The
increments from successive reinforcements summate in a
manner which yields a combined habit strength (sHr) which is
a simple positive growth function of the number of reinforce­
ments (N)------
Many experimenters have demonstrated that the strengthening
of conditioned responses is not a simple function of the
number of reinforcements. Reinforcement on a fraction of the
trials may lead to as rapid acquisition of a response as
continual reinforcement and also to a greater resistance to
extinction. These results have seriously challenged the reinforce­
ment theory of Hull since one would expect that acquisition
as well as the number of trials to reach extinction would be
positively related to the number of reinforcements.
Pavlov (15) was the first to recognize the importance
of the partial reinforcement procedure. Using one dog, he
applied the conditioned stimulus and followed it with the
presentation of food on alternate trials only* This procedure
produced conditioning by the 20th application, about as quiokly
as was customary with the method of continuous reinforcement. An
early study in partial reinforcement which aroused general
interest was performed by Humphreys (10). In the acquisition