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Variability of Response Latency in Paired Associate Learning as a Function of Training Procedure [microform] / Wilson A. Judd and Robert Glaser
Bib ID 5208226
Format BookBook, MicroformMicroform, OnlineOnline
Author
Judd, Wilson A
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1970 
45 p. 
Summary

Two procedures were investigated in an attempt to decrease the variability of overlearning response latencies in a study-test paradigm, paired-associate task matching CVC's with response keys: (1) self-pacing the task by presenting test trial stimuli whenever the subject pressed a "home" key; and (2) instructing and shaping subjects to keep home key depressed until they selected a response key and measuring the period of home key depression as the latency of response onset. Self-pacing was found to decrease the variability of S-R latency, but only during the early stages of overlearning drill. There was no apparent utility in timing response onset as opposed to the complete S-R response. (Author)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

Sponsoring Agency: Office of Naval Research, Washington, DC. Psychological Sciences Div.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Experiments.  |  Paired Associate Learning.  |  Research Projects.  |  Training.  |  Learning.  |  Reaction Time.  |  Research.  |  Responses.  |  Stimuli.
Other authors/contributors Glaser, Robert, author  |  Pittsburgh Univ., PA. Learning Research and Development Center
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