Verbal Behavior and Learning: Problems and Processes: Proceedings

By Charles N. Cofer; Barbara S. Musgrave | Go to book overview

Chapter 1
INTRODUCTION AND SUMMARY

The topics treated in this second conference represent, to a major extent, unfinished business of the first conference. A reading of the proceedings of the first conference will reveal, at several points, concern with matters such as meaningfulness, familiarity, syntax, immediate memory, and one-trial learning. Few of these topics were treated explicitly in the first meeting, but they all received direct treatment in the present conference. Other topics treated here did not figure in the earlier deliberations as directly as those just mentioned, but again, the record of the first conference shows some concern with mediational mechanisms and the selectivity which subjects often show in the responses they give to specific situations. The treatments in this second conference of stimulus selection, mediated associations, and purpose and associative selectivity are relevant to these concerns touched on a year and a half ago. Recognition processes, the remaining subject in the second conference, are regarded as basic to many other issues.

There is, then, a good deal of continuity between the conferences. Taken together, they give a picture of substantial scope of the fields of verbal learning and verbal behavior and of their interrelationships. A summary of the major concerns of each session follows.


Bennet B. Murdock, Jr. An Analysis of the Recognition Process

Murdock's paper is concerned with recognition as a means of measuring retention. Several kinds of recognition procedures may be distinguished, and Murdock's discussion is focussed on one of them, the multiple-choice type of test. He constructed tests of this kind, as well as a recall test, in order to study hypotheses about the recognition process. Analyses of test performance revealed that there were individual differences in the subjects' knowledge of the material, that their knowledge is not characterizable as an all-or-none matter, that the alternatives do not have equal probabilities of being selected as correct, and that the subject behaves as if he first eliminates alternatives he regards as wrong and then randomly selects his answer from the remaining alternatives.

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Verbal Behavior and Learning: Problems and Processes: Proceedings
Table of contents

Table of contents

  • Title Page v
  • Preface vii
  • Contents ix
  • Chapter 1 - Introduction and Summary 1
  • Chapter 2 - An Analysis of The Recognition Process 10
  • Comments on Professor Murdock's Paper 21
  • Chapter 3 - Stimulus Selection In Verbal Learning 33
  • References 48
  • References 48
  • References 67
  • Chapter 4 - Meaningfulness and Familiarity 76
  • Comments on Professor Noble's Paper 115
  • References 151
  • Chapter 5 - The Acquisition of Syntax 158
  • References 194
  • References 197
  • References 201
  • Chapter 6 - Mediated Associations: Paradigms and Situations 210
  • References 240
  • Comments on Professor Jenkins's Paper 242
  • References 245
  • References 252
  • Chapter 7 - Purpose and the Problem Of Associative Selectivity 258
  • References 289
  • Chapter 8 - One-Trial Learning 295
  • References 319
  • Comments on Professor Postman's Paper 320
  • References 328
  • Brief Notes on the Epam Theory Of Verbal Learning 332
  • References 333
  • Chapter 9 - Immediate Memory: Data and Theory 336
  • Comments on Professor Peterson's Paper 351
  • References 353
  • Chapter 10 - Summary and Evaluation 374
  • Index 383
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