An evaluation of self-pacing in an auditory identification learning task

• Published in: Canadian Journal of Psychology 1969-10, Vol.23 (5), p.366-383
• Main Author: Abrams, Alvin J
• Format: Article
• Language: English
• Subjects: Auditory Perception; Discrimination Learning; Experimental Design; Human; Humans; Interstimulus Interval; Learning; Personality Processes; Transfer (Psychology)
• ISSN: 0008-4255; 1196-1961; 1878-7290
• DOI: 10.1037/h0082823

Investigated a method of pacing in auditory identification learning in an experiment with 127 naval service school students. Traditionally, an instructor paces the learner by controlling the stimulus presentation during learning. The W. N. Dember and R. W. Earl theory and other research suggest that a learner might effectively pace himself, provided he has access to stimuli of appropriate complexity levels. An attempt was made to contrast these 2 positions and a condition in which there was no pacing and all training was on the criterion task. Major results were: (a) self-pacing was less efficient, but not less effective, than proficiency-pacing (traditional); (b) both pacing techniques were more effective than unpaced training on the criterion task; and (c) despite attempts to meet the restrictions of the Dember and Earl theory in designing the self-paced condition, the stimulus selection behavior of Ss in that condition was not mediated by stimulus complexity alone. The applicability of the Dember and Earl theory to complex learning situations is questioned. (French summary) (19 ref.)