選択学習に及ぼす言語罰の効果

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概要

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• Thorndike and his collaborators have reported their highly suggestive studies on the effects of verbal reward and punishment upon multiple seletive learning. But, they observed these effects only in short trial sequences. The writer has tried to examine the effects in relatively longer trial sequences (22-29 trials). Furthermore, some modifications of their old experimental procedurehave been attempted in the present study. These attempts may solve some issues concerning the effect of punishment in the experimental situation of this type.Experiment I. The Thorndikian multiple selective situation was used. The main findings were as follows: While several defects in the procedure of computing the 'net effect' of verbal reward and punishment from the 'empirical base line' had already been pointed out, another defect was demonstrated in the present experiment. Namely, the repetition scores of choices upon which their appropriateness had never been informed (NC) indicated significant individual difference, whereas the repetition scores of both rewarded and punished choices (RC and PC) indicated no such significant individual differences (Table 1, 2). These results may fail to justify the concept of 'base line', the computational base of which is NC.Experiments II and III. In order to isolate the effect of verbal punishment in a Thorndikian experiment, the alternative selective situation may be more effective than the multiple one. Because, in the former situation, the probabilities of occurrences of reward and punishment are equal in the first trial, and therefore the effect of the relative frequency of verbal reinforcements can be eliminated to some extent. The control-group technique was used and it had also never been used in this type of experiment. The application of this technique may make the results sensitive enough to isolate the effect of punishment from that of reward. The main findings were as follows: 1) RC might be said to correlate with the frequency of correct choices throughout the trial series, whereas PC indicated no such simple relation to either RC or the frequency of correct choices (Figs. 2-5, Tables 6, 9). This may suggest the type of learning under these situations. 2) The rewarding-punishing condition (method of contrasted reinforcements) was more favorable for the acquisition rate than the rewarding (unpunishing) condition (Tables 4, 5.) 3) In the long series of trials, the rewarding condition was more favorable for the acquisition rate than the punishing condition in the first half of the trial series, but the reversal of this relation occurred thereafter (Tables 7, 8).

• 公益社団法人 日本心理学会の論文

著者

• 村田 孝次

  大阪市立大学

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