In two experiments, 40 undergraduate students were trained on conditional discrimination tasks (matching to sample) involving 1 of 4 types of instructional histories: (a) true instructions followed by false instructions; (b) false instructions followed by true instructions; (c) true instructions followed by true instructions, with a change of reinforced sample-comparison relation; and (d) false instructions followed by false instructions, with a change of reinforced sample-comparison relation. The effects of a history of true versus false instructions on later instruction-following could be understood as the outcome of interactions between instructional accuracy and current contingencies.
Martinez, Hector and Tamayo, Ricardo
"Interactions of Contingencies, Instructional Accuracy, and Instructional History in Conditional Discrimination,"
The Psychological Record: Vol. 55
, Article 8.
Available at: http://opensiuc.lib.siu.edu/tpr/vol55/iss4/8