Results for 'irrelevant incentive learning'

968 found
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  1.  23
    Irrelevant-incentive learning and two-process theory.Douglas S. Grant, Sheila M. Greer & Donald D. Severance - 1979 - Bulletin of the Psychonomic Society 14 (4):297-300.
  2.  19
    The relation of irrelevant-incentive learning to motivation and reward during exploratory experiences and training.Robert Vineberg - 1953 - Journal of Experimental Psychology 46 (4):237.
  3.  30
    Human incentive learning as a function of reinforcement schedule and experimental paradigm.Joseph Halpern & C. Richard Chapman - 1970 - Journal of Experimental Psychology 83 (3p1):514.
  4.  47
    Learning and transfer in the monkey as a function of differential levels of incentive.Donald R. Meyer, Mildred H. Lopopolo & Devendra Singh - 1966 - Journal of Experimental Psychology 72 (2):284.
  5.  71
    On novel confirmation.James A. Kahn, Steven E. Landsburg & Alan C. Stockman - 1992 - British Journal for the Philosophy of Science 43 (4):503-516.
    Evidence that confirms a scientific hypothesis is said to be ‘novel’ if it is not discovered until after the hypothesis isconstructed. The philosophical issues surrounding novel confirmation have been well summarized by Campbell and Vinci [1983]. They write that philosophers of science generally agree that when observational evidence supports a theory, the confirmation is much stronger when the evidence is ‘novel’... There are, nevertheless, reasons to be skeptical of this tradition... The notion of novel confirmation is beset with a theoretical (...)
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  6.  20
    Learning with regard to irrelevant stimulus cues during concept identification.Robert H. Rittle - 1970 - Journal of Experimental Psychology 84 (1):148.
  7.  36
    Incidental learning under two incentive conditions.Harry P. Bahrick - 1954 - Journal of Experimental Psychology 47 (3):170.
  8.  39
    B Flach! B Flach!Myroslav Laiuk & Ali Kinsella - 2023 - Common Knowledge 29 (1):1-20.
    Don't tell terrible stories—everyone here has enough of their own. Everyone here has a whole bloody sack of terrible stories, and at the bottom of the sack is a hammer the narrator uses to pound you on the skull the instant you dare not believe your ears. Or to pound you when you do believe. Not long ago I saw a tomboyish girl on Khreshchatyk Street demand money of an elderly woman, threatening to bite her and infect her with syphilis. (...)
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  9.  45
    I love you with all my brain: laying aside the intellectually dull sword of biological determinism.James C. Woodson - 2012 - Socioaffective Neuroscience and Psychology 2.
    Background: By organizing and activating our passions with both hormones and experiences, the heart and mind of sexual behavior, sexual motivation, and sexual preference is the brain, the organ of learning. Despite decades of progress, this incontrovertible truth is somehow lost in the far-too-often biologically deterministic interpretation of genetic, hormonal, and anatomical scientific research into the biological origins of sexual motivation. Simplistic and polarized arguments are used in the media by both sides of the seemingly endless debate over sexual (...)
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  10. Unconsciously learning task-irrelevant perceptual sequences.Xiuyan Guo, Shan Jiang, Hongyi Wang, Lei Zhu, Jinghua Tang, Zoltan Dienes & Zhiliang Yang - 2013 - Consciousness and Cognition 22 (1):203-211.
    We demonstrated unconscious learning of task-irrelevant perceptual regularities in a Serial Reaction Time task in both visual and auditory domains. Participants were required to respond to different letters or syllables which occurred in random order. Unbeknownst to participants, the color of the two letters or the tone of the syllables varied according to certain rules. Reaction times indicated that people indeed learnt both the color and tonal regularities indicating that task-irrelevant sequence structure can be learned perceptually. In (...)
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  11.  18
    Reputation for Competence: Social Learning Mechanisms Create an Incentive to Help Others.Douglas Schauer - 2022 - Biological Theory 17 (2):153-162.
    Research on social learning has identified mechanisms that learners use to decide from whom to learn. Several of these mechanisms indicate that learners prefer to learn from more competent people over less competent people. This requires learners to measure the competence of other people. We use this article to analyze the incentives that this measure of competence creates. Learners measure the competence of models, people they would consider learning from, and share these judgments with other learners. This gives (...)
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  12.  22
    Irrelevant or partially correlated stimuli in discrimination learning.M. A. Jeeves & A. J. North - 1956 - Journal of Experimental Psychology 52 (2):90.
  13.  12
    The effect of an irrelevant drive on maze learning in the rat.Harry W. Braun, Carl E. Wedekind & Joseph F. Smudski - 1957 - Journal of Experimental Psychology 54 (2):148.
  14.  23
    The role of irrelevant drive stimuli in learning theory.M. U. Eninger - 1951 - Journal of Experimental Psychology 41 (6):446.
  15.  46
    Incentive effects and pupillary changes in association learning.Daniel Kahneman & W. Scott Peavler - 1969 - Journal of Experimental Psychology 79 (2p1):312.
  16.  24
    Effects of variable-irrelevant dimensions on the discrimination reversal learning of nursery school children.J. Dennis Nolan & Leah V. Pendarvis - 1970 - Journal of Experimental Psychology 86 (3):428.
  17.  20
    Learning Boolean concepts in the presence of many irrelevant features.Hussein Almuallim & Thomas G. Dietterich - 1994 - Artificial Intelligence 69 (1-2):279-305.
  18.  36
    Induced muscular tension, incentive, and blink rate in a verbal learning task.Joseph B. Sidowski & Conrad Nuthmann - 1961 - Journal of Experimental Psychology 61 (4):295.
  19.  18
    The role of irrelevant stimuli in human discrimination learning.Morton Hammer - 1955 - Journal of Experimental Psychology 50 (1):47.
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  20.  37
    Supplementary report: Monetary incentive and motivation in discrimination learning--sex differences.Betsy Worth Estes, Louise Brightwell Miller & Mary Ellen Curtin - 1962 - Journal of Experimental Psychology 63 (3):320.
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  21.  27
    Learning and transfer of dimensional relevance and irrelevance in children.Deborah G. Kemler & Bryan E. Shepp - 1971 - Journal of Experimental Psychology 90 (1):120.
  22.  20
    Incidental probability learning: Effects of task- relevant vs. irrelevant stimulus dimensions.E. Scott Geller & Carol M. Clower - 1975 - Bulletin of the Psychonomic Society 6 (6):649-651.
  23.  20
    Control by an irrelevant stimulus in discrete-trial discrimination learning by pigeons.Vicky A. Gray & N. J. Mackintosh - 1973 - Bulletin of the Psychonomic Society 1 (3):193-195.
  24.  14
    An interpretation of learning under an irrelevant need.Irving M. Maltzman - 1950 - Psychological Review 57 (3):181-187.
  25.  19
    Children’s Learning From Interactive eBooks: Simple Irrelevant Features Are Not Necessarily Worse Than Relevant Ones.Roxanne A. Etta & Heather L. Kirkorian - 2019 - Frontiers in Psychology 9.
    The purpose of this study was to investigate experimentally the extent to which children’s novel word learning and story comprehension from eBooks depends on the relevance of interactive eBook features. A story was created in the lab to incorporate novel word-object pairs. The story was read to preschoolers (3-5 years old, N = 103) using one of the three books: noninteractive control, interactive-relevant, interactive-irrelevant. Novel word learning and story comprehension were assessed with posttests in which children picked (...)
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  26.  38
    Social incentives improve deliberative but not procedural learning in older adults.Marissa A. Gorlick & W. Todd Maddox - 2015 - Frontiers in Psychology 6.
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  27.  19
    The role of irrelevant drive stimuli in learning.Seymour Levine - 1953 - Journal of Experimental Psychology 45 (6):410.
  28.  41
    Effect of addition of irrelevant verbal cues on perceptual-motor learning.Harry W. Braun & A. W. Bendig - 1957 - Journal of Experimental Psychology 54 (2):105.
  29.  9
    Raising the Stakes for Online Learning: Monetary Incentives Increase Performance in a Computer-Based Learning Task Under Certain Conditions.Jessica F. Schwab & Leah H. Somerville - 2022 - Frontiers in Psychology 13.
    To what extent can external incentives influence students’ effort and learning in online course contexts? While cognitive science research has found that monetary incentives can increase goal-directed cognitive effort in certain laboratory tasks, attempts to use monetary incentives to increase students’ academic performance in naturalistic settings has shown mixed results. In two experiments, we tested the influence of a monetary incentive on immediate and delayed tests of computer-based educational performance. In Experiment 1, participants were assigned to receive monetary (...)
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  30.  22
    The role of drive discrimination in learning under irrelevant motivation.Richard Christie - 1951 - Journal of Experimental Psychology 42 (1):13.
  31.  34
    Supplementary report: Effect of addition of irrelevant verbal cues on perceptual-motor learning.Harry W. Braun & A. W. Bendig - 1958 - Journal of Experimental Psychology 55 (3):301.
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  32.  8
    Irrelevance and parameter learning in Bayesian networks.Nevin Lianwen Zhang - 1996 - Artificial Intelligence 88 (1-2):359-373.
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  33.  33
    Corporate Social Responsibility Performance, Incentives, and Learning Effects.Giovanni-Battista Derchi, Laura Zoni & Andrea Dossi - 2020 - Journal of Business Ethics 173 (3):617-641.
    This paper examines the effectiveness of the use of executive compensation linked to Corporate Social Responsibility (CSR) goals across US firms. Empirical analysis of a cross-industry sample of 746 listed companies for the period 2002–2013 showed that the use of CSR-linked compensation contracts for Named Executive Officers (NEOs) promotes CSR performance. More specifically, we found that linking NEOs’ compensation to CSR goals produces positive effects in the 3rd year after adoption. As firms accumulate experience and learn how to use the (...)
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  34.  18
    Beyond “incentive hope”: Information sampling and learning under reward uncertainty.Maya Zhe Wang & Benjamin Y. Hayden - 2019 - Behavioral and Brain Sciences 42.
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  35.  12
    An experimental study of learning under an irrelevant need.Irving M. Maltzman - 1950 - Journal of Experimental Psychology 40 (6):788.
  36.  16
    Exploring the Relationship Between Learning Goal Orientation and Knowledge-Sharing Among Information Communication Technology Consultants: The Role of Incentive Schemes.Linpei Song, Zhuang Ma & Jun Huang - 2022 - Frontiers in Psychology 13.
    Knowledge sharing is critical for consulting companies to develop sustainable competitive advantages. While the importance of KS in the information communication technology sector has been proved, the assumed linear relationships in KS mechanisms are confronted with KS dilemmas: consultants’ intention to maximize personal gains from KS resulting in restrained KS efforts, for fear of losing value after sharing knowledge with colleagues. Drawing on motivation theory and goal orientation perspective, this study examines the roles of learning goal orientation and (...) schemes in KS among ICT consultants. The multiple regression analyses of 389 consultants’ responses from 14 Chinese and 8 Korean ICT consulting companies demonstrated an inverted U-shape relationship between LGO and knowledge sharing; incentive schemes moderate this relationship. The findings shed light on the knowledge-sharing dilemma, with theoretical implications to research regarding goal-orientation, knowledge sharing, and managerial practices about the motivation and incentives of ICT consultants. (shrink)
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  37.  23
    Negative contrast in human probability learning as a function of incentive magnitudes.John A. Schnorr & Jerome L. Myers - 1967 - Journal of Experimental Psychology 75 (4):492.
  38.  29
    The effect of negative incentives in serial learning. I. The spread of variability under electric shock.G. R. Stone - 1946 - Journal of Experimental Psychology 36 (2):137.
  39.  15
    The effect of negative incentives in serial learning: V. Response repetition as a function of successive serial verbal punishments.G. Raymond Stone - 1951 - Journal of Experimental Psychology 42 (1):20.
  40.  23
    The effect of negative incentives in serial learning: VI. Response repetition as a function of an isolated electric shock punishment.G. Raymond Stone & Norman Walter - 1951 - Journal of Experimental Psychology 41 (6):411.
  41.  35
    Effects of some sequential manipulations of relevant and irrelevant stimulus dimensions on concept learning.Richard C. Anderson & John T. Guthrie - 1966 - Journal of Experimental Psychology 72 (4):501.
  42. Irrelevant Influences.Katia Vavova - 2018 - Philosophy and Phenomenological Research:134-152.
    We often hear such casual accusations: you just believe that because you are a liberal, a Christian, an American, a woman… When such charges are made they are meant to sting—not just emotionally, but epistemically. But should they? It can be disturbing to learn that one's beliefs reflect the influence of such irrelevant factors. The pervasiveness of such influence has led some to worry that we are not justified in many of our beliefs. That same pervasiveness has led others (...)
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  43.  27
    A study of simple learning under irrelevant motivational-reward conditions.K. W. Spence, G. Bergmann & R. Lippitt - 1950 - Journal of Experimental Psychology 40 (5):539.
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  44.  44
    Opponent actor learning (OpAL): Modeling interactive effects of striatal dopamine on reinforcement learning and choice incentive.Anne G. E. Collins & Michael J. Frank - 2014 - Psychological Review 121 (3):337-366.
  45.  23
    Cue utilization as a function of monetary incentive and learning efficiency.Jerome S. Cohen, Gabor A. Telegdy, Jean Paul Laroche & Yaakov Getz - 1973 - Bulletin of the Psychonomic Society 1 (6):452-454.
  46.  39
    Effects of orienting task, practice, and incentive on simultaneous incidental and intentional learning.Arnold Mechanic - 1962 - Journal of Experimental Psychology 64 (4):393.
  47.  21
    The irrelevance of the machine.Samuel Fee - 2008 - Acm Sigcas Computers and Society 38 (3):18-19.
    We've all heard the expression "can't see the forest for the trees." But when considering the role of technology in education, it seems that many of us suffer from this obscured view. Of course, it's easy to understand why: new tools are sometimes fascinating, and new technologies often enjoy a certain coolness quotient. But ultimately, it is the way in which these technologies are incorporated into the classroom -- and their underlying pedagogy -- that is the foremost determiner of whether (...)
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  48.  31
    Learning with a Purpose: The Influence of Goals.Sarah Wellen & David Danks - unknown
    Most learning models assume, either implicitly or explicitly, that the goal of learning is to acquire a complete and veridical representation of the world, but this view assumes away the possibility that pragmatic goals can play a central role in learning. We propose instead that people are relatively frugal learners, acquiring goal-relevant information while ignoring goal-irrelevant features of the environment. Experiment 1 provides evidence that learning is goal-dependent, and that people are relatively frugal when given (...)
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  49.  18
    Some effects of variable-within and variable-between irrelevant stimuli on dimensional learning, and transfer.Bryan E. Shepp & Vicky A. Gray - 1971 - Journal of Experimental Psychology 89 (1):32.
  50.  23
    Effect of number of values and irrelevant dimensions on dimension selection and associative learning in a multiple concept problem.J. Douglas Overstreet & J. L. Dunham - 1969 - Journal of Experimental Psychology 79 (2p1):265.
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