8 test-sophisticated rhesus monkeys were tested on concept discrimination problems under conventional trial-and-error (TE) procedures and two forms of prompting, i.e., conditions in which an established cue was temporarily available for solution of the problem. Positive Prompting (PP) included a cue attached to the correct stimulus of the discrimination pair; Negative Prompting (NP), a cue attached to the incorrect stimulus. The data revealed significantly better intraproblem learning following NP than following equivalent amounts of either PP or TE.
Get full access to this article
View all access options for this article.
References
1.
CarrH.Teaching and learning. J. genet. Psychol., 1930, 37, 189–219.
2.
CochraneR.DavisR. T.Guided-choice training of young monkeys. Psychol. Rep., 1961, 9, 223–226.
3.
CookJ. O.Processes underlying learning a single paired-associate item. J. exp. Psychol., 1958, 56, 455.
4.
CookJ. O.SpitzerM. E.Prompting vs confirmation in paired-associate learning. J. exp. Psychol., 1960, 59, 275–276.
5.
CrossH. A.FletcherH. J.HarlowH. F.Effects of prior experience with test stimuli on learning-set performance of monkeys. J. comp. physiol. Psychol., 1963, 56, 204–207.
6.
DixonW. J.Processing data for outliers. Biometrics, 1953, 9, 74.
7.
HawkerJ. R.Effects of prompting and confirmation in a serial learning task. J. exp. Psychol., 1964, 67, 99–101. (a)
8.
HawkerJ. R.Training procedure and practice-test ratio in the acquisition and retention of a serial maze pattern. Psychon. Sci., 1964, 1, 97–98. (b)
9.
PolidoraV. J.FletcherH. J.An analysis of the importance of S-R spatial contiguity for proficient primate discrimination performance. J. comp. physiol. Psychol., 1964, 57, 224–230.
