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Abstract
Thirty college students were exposed to accurate instructions and continuous (Experiments 1 and 2) or delayed (Experiment 3) feedback during training in conditional discrimination tasks. The effectiveness of instructional control on transfer-test performance was evaluated. Subjects received one of two training sequences (similarity/difference or difference/ similarity) with first-order matching to sample. Transfer tests (similarity or difference) were presented after each training phase (similarity or difference); a final transfer test (similarity and difference) was presented after the entire training sequence was completed. Results showed effective performances during training and initial transfer test; but performance in a final test with major requirements for transfer was poorer (Experiments 1 and 2). In Experiment 3 the transfer -test instructions highlighting previous training were introduced, and effective performance resulted. These data suggest that the characteristics of stimuli, instructions and feedback are relevant variables interacting for the instructional control and the transfer of effective performances in conditional discrimination tasks.
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