Reviewing the Comparator Hypothesis: A Distinctive Process of Performance

Autor/in	Taylor, Davia
Titel	Reviewing the Comparator Hypothesis: A Distinctive Process of Performance
Quelle	(2008), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Performance; Learning Processes; Memory; Learning Theories; Association (Psychology); Retention (Psychology); Behavior + Suchen Sie Ihr Suchwort? Achievement; Leistung; Learning process; Lernprozess; Gedächtnis; Learning theory; Lerntheorie; Assoziation; Merkfähigkeit
Abstract	Reviewing the Comparator Hypothesis is an article review that explores the historical concepts in research that led to exploring performance as a distinctive process of learning. British empiricist philosophers were interested in thoughts not behavior which led traditional learning theorist's main focus on acquisition processes. However, the performance model of learning assumes episodic and latent memory. The comparator hypothesis makes three major assumptions in attempting to solve problems in Rescorla's (1968) contingency theory. Failure of acquisition and/or retention can be explained by the comparator hypothesis as an insufficiency in performance in comparator processes that occur within an experiment. The comparator hypothesis indicated three specific assumptions unaccounted for in Rescorla's contingency theory then researchers attempted to resolve the missing elements. As a result, differences between learning and behaviors have been defined over time by researchers indicating a distinctive process of performance. Basically, this is the divergence between learning theorist and behaviorists. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10