Four experiments were designed to evaluate the functional
correspondence of effective performance with correct or incorrect
instructions and correct or incorrect self-descriptions in a first-order
matching-to-sample task. These studies included verbal or nonverbal
matching responses and provided feedback or not after the
participants described their matching performance. The results point
to three possible discrimination learning processes in humans: (1)
learning through instructions, with a possible insensitivity to
consequences unless the correspondence between instructions and
feedback breaks down; (2) learning through feedback, with an
inability of participants to describe their own behavior; and (3) a
genuine "rule-governed" behavior consisting of successful task
performance and explicit verbal behavior describing the actual
contingencies effective for such performance.
Ribes, Emilio and Rodriguez, Maria Elena
"CORRESPONDENCE BETWEEN INSTRUCTIONS, PERFORMANCE, AND SELF-DESCRIPTIONS IN A CONDITIONAL DISCRIMINATION TASK: THE EFFECTS OF FEEDBACK AND TYPE OF MATCHING RESPONSE,"
The Psychological Record:
2, Article 9.
Available at: http://opensiuc.lib.siu.edu/tpr/vol51/iss2/9