Training fluency in the laboratory using choice reaction time (CRT) tasks : a comparison of instruction-based and contingency-based procedures

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dc.contributor.authorGrabavac, Diana Marieen_US
dc.date.accessioned2024-08-13T22:56:02Z
dc.date.available2024-08-13T22:56:02Z
dc.date.copyright1996en_US
dc.date.issued1996
dc.degree.departmentDepartment of Psychology
dc.degree.levelMaster of Science M.Sc.en
dc.description.abstractPractice on choice-reaction-time (CRT) tasks was used as a laboratory analogue to fluency (accuracy and response) training. The use of CRT tasks comprising well-learned stimulus-response relations allowed for the study of the acquisition of response speed without having to train response topography. In this replication of Baron, Menich and Perone (1983), instruction-based and contingency-based procedures were compared as tools for promoting fluent responding on simple CRT tasks. Five female-undergraduate psychology students were trained first under instruction-based procedures, where they received response-by-response accuracy and end-of-trial accuracy and latency performance feedback. Next, all were switched into the contingency-based phase, where decreasing response latencies were progressively shaped. Here, they received both response-by-response and end-of trail accuracy and latency performance feedback. In the last stage of training, monetary reinforcement was added to the shaping procedure. Following training, subjects completed a brief generalization phase, where the extent to which fluent responding generalized to non-training stimuli, that shared a history of control over the same responses as the training stimuli, was made. Contrary to Baron et al. (1983), but consistent with the CRT literature, relatively large decreases in latency were found under instruction-based training conditions. However, consistent with Baron et al., the introduction of the shaping procedure resulted in further decreases in latency of a magnitude greater than was predicted had subjects continued training under instruction-based conditions. Additional improvements were found during the shaping-plus-monetary-reinforcement condition. However, rather than promoting further decreases in response latency, the addition of monetary reinforcement appeared to promote more accurate responding, while latency changed little. Overall, contingency-based training procedures appeared to most effectively promote fluent responding. Finally, evidence of considerable generalization of fluent responding to functionally equivalent stimuli was demonstrated by all subjects.
dc.format.extent153 pages
dc.identifier.urihttps://hdl.handle.net/1828/17941
dc.rightsAvailable to the World Wide Weben_US
dc.titleTraining fluency in the laboratory using choice reaction time (CRT) tasks : a comparison of instruction-based and contingency-based proceduresen_US
dc.typeThesisen_US

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