Discrimination learning with and without 'errors'.

Terrace, H. S. (1963). Discrimination learning with and without 'errors'. Journal of the Experimental Analysis of Behavior, 6(1), 1-27.

Type

Journal article

Intellectual base

Primary research

Year

1963

Volume

6

Issue

1

Pages

1-27

DOI

10.1901/jeab.1963.6-1

DOI registrant

Wiley

Link

https://doi.org/10.1901/jeab.1963.6-1

Cited from

education_pedagogy

Cited by

1 citation across 1 artifact.

Each citation links to the sentence it supports in the citing article.

Primes

• Fading
  • The concept is sharpest in instructional psychology, where it was operationalized as the systematic withdrawal of teacher-supplied prompts so that responding comes under the control of the natural task rather than the helper, but the same shape recurs wherever a temporary support is installed precisely so that it can later be removed.

    This sourceFoundational operationalization of fading — a discriminative cue's duration and intensity are progressively increased/tapered in increments so responding comes under control of the target stimulus, with the graduated taper (not an abrupt cutoff) producing near-errorless transfer.

    Supported in partVerified against the publisher's abstract

    Terrace 1963 supplies the graduated stimulus-change procedure (progressively increasing S−'s duration and brightness yields discrimination with few errors), but says nothing of instructional psychology, teachers, or prompts.

    “After training starts, S−'s duration and brightness is progressively increased until S+ and S− differ only with respect to wavelength.”

    Read by an automated reader; not a human review. How support was checked

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