幼児の逆転学習におよぼす過剰訓練と報酬量の影響

概要

論文の詳細を見る
Two experiments were attempted to confirm the facilitative effect of overtraining in the original learning and to explore the effect of reward magnitude during the overtraining trials on reversal learning in nursery school children. In Experiment I, 42 Ss, aged 5 to 6 years, were trained a simple two-choice shape discrimination problem (circle vs. square) to the criterion of 10 successive correct responses. They were divided into three groups of 14 Ss each, matching the number of trials to the criterion and the number of males and females. The criterion group was shifted to the reversal learning immediately after reaching the criterion without added instruction, the 10- overtraining group was shifted after 10 correct responses had achieved over the criterion, and the 30-overtraining group was shifted after 30 correct responses over the criterion. Half of the Ss in each group were reinforced when they responded to the circle and the other half were reinforced when they responded to the square in the original learning. In the reversal learning, the correct stimulus was reversed, and the learning criterion used was 10 successive correct responses in all groups. Ss were rewarded on every correct response by two marbles and this was not changed throughout the experiment. As is shown in Table 1, number of trials to the criterion in the reversal learning was negatively related to the degree of overtraining trials which was in accord with most of the results in previous human and animal experiments. In Experiment II, it was hypothesized that reward magnitude during the overtraining trials in the original learning is inversely related to ease of reversal learning, deduced from a motivation reduction hypothesis. A 2×2 factorial design was used, with 14 Ss assigned to each of the four groups. The two levels of reward magnitude during the overtraining trials were 1 and 4 marbles, and the two degree of overtraining in the original learning were 10 and 30 correct responses over the criterion of 10 successive correct responses. The same procedure as in Experiment I was employed except that the reward magnitude during overtraining was manipulated and that Ss rewarded with 4 marbles were given an additional motivational instruction at the first correct response over the criterion, while Ss rewarded with 1 marble were informed only the change of reward magnitude. Number of trials to criterion in the reversal learning is shown in Table 2. Statistical analysis showed no significant main effect of reward magnitude against our prediction, but the reward×overtraining interaction was significant at .05 level, indicating significant difference between the two groups under 10 overtraining. Inspection of both Experiments I and II showed that the predicted results occurred in the three groups which were trained 10 correct responses over the criterion. Although over-all group difference was not significant in the three 30- overtraining groups, as far as sample means were concerned, the group which was rewarded by two marbles learned the reversal problem faster than the other groups did. The results may be explained by assuming that the effect of reward magnitude on reversal learning is related to the response strength in the original learning, but further experiments are needed.
奈良学芸大学の論文
1965-02-27

著者

杉村健
奈良教育大学心理学教室

幼児の逆転学習におよぼす過剰訓練と報酬量の影響

スポンサーリンク

概要

著者

関連論文

スポンサーリンク