Effects of Event Schedules and External Incentives on Discrimination of Acquisition and Extinction Phases of Learning under State Instructions

Abstract

2 probability learning studies were conducted, each employing 64 Ss (one with sixth graders and one with college females) in a 2 × 4 factorial design combining external incentives (noncontingent feedback and monetary incentive for accuracy) and event schedules (25%, 50%, 75%, and 100%). All Ss were given state instructions which, in effect, required Ss to indicate (via a written “yes” or “no” response) whether they were in an experimental state of acquisition or extinction. While there were no differences in acquisition for the college Ss, there were differences in terminal acquisition among the sixth graders—contrary to prediction. The partial reinforcement effect was supported. The interaction between external incentive, event schedule, and trials was also significant, suggesting that monetary incentive for accuracy, with Ss responding under state instructions, served to elicit more accurate discriminations of the acquisition and extinction phases.