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Performance of children in a discrimination problem as a function of symbolic guidance, delay of reward, and mental ability PDF

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Preview Performance of children in a discrimination problem as a function of symbolic guidance, delay of reward, and mental ability

pi|pam&ra of children in a discrimination probiem AS A FUNCTION OF SYMBOLIC GUIDANCE, DELAY OF reward, and mental ability Alfred Jacobs A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology in the Graduate College of the State University of Iowa August 1950 ProQuest Number: 10598592 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10598592 Published by ProQuest LLC (2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 AGKNGflMMTS The author wish©a to express his appreciation to Br« X* E. Farber and Dr* Arthur L* Benton for their guidance in the course of this investiga­ tion* Thanks are also due to the staffs and residents of Woodward State Hospital and School at Woodward, Iowa, the Annie Httenmyer Hoiae at Davenport, Iowa, St* Vincent’s Home at Davenport, Iowa, the Lutheran Homes in Muscatine, Iowa, and the Lutheran Childrens Home in Waverly, Iowa, for their cooperation* The University of Iowa LIB HA HIES ii wm of Gcmms Chapter I* Introduction.................................................................... 1 The Bole of Verbalisation ............. 1 Verbalisation and Belay of %ward . «........... 3 Verbalisation and Mental Development............. 6 II* Statement of the Problem ...................... 10 III. Kaqperimental Procedure .......................... 13 Subjects ......... IS Apparatus ........... 18 Procedure ................. 23 IV. Results............................ 31 Learning Curves ................. 51 Analysis of Effects of Main Variables.................. 38 Analysis of Interactions ......... 46 %mbolic Training ............. 49 V* Discussion .............. 55 Belay of Seward.............................. 55 Symbolic Guidance ................. 55 Groups of Subjects ................... @0 Interactions ............................ 61 VI. Summary.............. 64 References .......................... 71 Appendix A ............. 73 Appendix B ............................................. 77 ill TABLE OF COMMTS (continued) Chapter Page Appendix C ........... ........................ 8$ Appendix D ..................•........... ..............*........ 85 Appendix S ................... . . ................................ 87 Appendix F .......................................... 91 Appendix 0 ...................... ............ 04 Appendix K ........................... 96 Appendix I ........................................ 90 iv tabiu of Fimms Figure Page 1* Schematic presentation of ih© design of th© experiment . . ........................................................ 12 2. Stimuli used in the experiment...................................... 19 $« Subject1 a view of the apparatus................... ............. 21 4* Experimenter's side of the apparatus .... .. ........... ZZ 5* Schematised drawing of front and back of the apparatus . . .........................*........................ * 23 6. The mean number of correct responses for blocks of five trials on each of the three tasks for the four experimental subgroups from the sanple of older normals ................................. 32 7. The mean number of correct responses for blocks of five trials on each of the three tasks for the four experimental subgroups from the i sample of younger normals ......... 34 8. The mean number of correct responses for blocks of five trials on each of the three tasks for the four experimental subgroups from the sample of mental defectives ...............«• 36 9. The mean number of correct responses on each of the three tasks for each of the three groups of subjects ................................ 50 v TABES OF TABXBS Table gage, I* Means, Standard Deviations, and Medians of th© Total Number of Correct Responses on All Thro© Tasks for Each of the Twelve Eaperiraental Subgroups ...................... 40 IX* Means, Standard Deviations, and Medians of the Humber of Correct Responses on Task 1 Only for Subjects In Each of the Twelve Experimental Subgroups.................................. 42 XIX* Differences between the Mean Humber of Cor­ rect Rehouses on AH Sbree Tasks for th© Symbolic Guidance Conditions and for th© Delay of Reward Conditions for the Three Groups of Subjects ............................ 4? XV* lean Humber of Correct Responses on Bach of Three Tasks by &ach of Three Groups .......... SI V* Means and Standard Deviation® of Stanford- Binet Mental Ages (in Months) of Subjects in Each of the Four Experimental Subgroups in Each of the Three Groups of Subject®............ 74 VI* Means and Standard Deviations of Stanford-* Binet Intelligence Quotient® of Subject® in Each of the Four Experimental Subgroups in Each of the Three Group® of Subjects ............ 75 VII, Means and Standard Deviation® of Chronological Ages (in Months) of Subjects in Each of the Four Experimental Subgroups in Each of th© Three Groups of Subjects ..................... 7$ VIII* Orders of Stimulus Presentation for Symbolic Guidance Training and for Tasks 2 and 3 ......... 84 IX* Distribution of Response Button Combinations for Subjects in the Twelve Experimental Subgroups ................. @6 vi TABLE or TABIES (continued) Table. gfffflt X. Mean and Indian Numbers of Correct Responses in Bach Block of Five Trials for the Three Tasks for Subjects in the Four Experimen­ tal Subgroups from th© Sample of Older Orphans ...............................*............* * *.................*. 88 XX. Mean and Median lumbers of Correct Responses in Bach Block of Five Trial® for the Three Tasks for Subjects in th® Four Experiraen- tal Subgroups from the Sample of lounger Orphans ..................... ............ 89 XXX. Mean and Median lumbers of Correct Responses in Each Block of Five Trials for the Three Tasks for Subjects in the Four Experiment tal Subgroups from the Sample of Mental Defectives ............................ * 90 XXXI. Results of Triple Classification Analysis of Variance of the Total Number of Correct Responses on All Tasks Expressed as Normal Deviates ............... 92 XIV. Results of Triple Classification Analysis of Variance of the lumber of Correct Responses on Task 1 Alone Expressed as Log (SI - Num­ ber Correct) ...*«.*, ........... 93 XV. Mean Number of Correct Responses on Task 2 and Taik 3 for Subjects Reaching th© Criterion on Previous Task® Only for Each of the Twelve Subgroups ......... 9S XVI. Means, Standard Deviation® and Median® of the Number of Correct Responses on Task Z for Subject® in Each of the Twelve Experimen­ tal Subgroup® ...................................... 97 vii m m Of w sm * (continued) Table Page XVII* Means, Standard Deviations and Medians of the dumber of Correct Responses on Task $ for Subjects in Bach of the Twelve Ex­ perimental Subgroups ............... *•*.**...... 08 XVIII. Number of Correct Be ponses on Bach of Three Tasks and Total Number of Correct Responses for Bach Subject from the Sasple of Older Orphans Under Immediate Reward ................ 100 XIX* Number of Correct Responses on Bach of Three Tasks and Total Number of Correct Responses for Bach Subject from th© Sample of Older Oarphan® Under Delayed Reward....................................101 XX* Number of Correct Responses on Each of Three %sks and Total Number of Correct Responses for Each 'Subject H*om the Sample of lounger Orphans Under Belayed Reward .................. 102 XXI* Humber of Correct Responses on Each of Three Tasks and Total Number of Correct Responses for Each Subject from the Sample of lounger Orphans tinder Immediate Reward IDS XXXI* Number of Correct Responses on Each of Three Tasks and Total Number of Correct Responses for Each Subject from the Staple of Mental Defective® Under Immediate Reward *****........... 104 XXIII* Number of Correct Response® on Each of Three Tasks and Total Number of Correct Responses for Each Subject from the Sample of Mental Defectives Under Immediate Reward *******.............105 will i Chapter X MROBCCtXCffif the Role of Verbalisation On® of the important tasks in the application of learning theory to human behavior is to assess the significance of language in the production of behavior* Miller and Bollard (11), in their analysis of social learning, have stressed the importance of language in supplying human beings with a repertoire of cue-producing responses and have pointed out, in this connection, that children receive ex­ tensive training in associating words to objects and responses to words* The associations formed by this training might be represent­ ed schematically as follows s That these mediating verbal processes can affect the be­ havior of children is indicated by a number of experiments. Pyles (16) required children between the ages of two and seven years to find a toy hidden under erne of five papier-mache "nonsense figures." She provided the children with "nonsense names" for these figures, and required the children to vocalize the correct

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