The Effects of Single- versus Multiple-Exemplar Training on Vocal Identification of Artists' Styles

Autor/inn/en	Tucker, Marchele; Gamba, Jessica; Walker, Diana J.
Titel	The Effects of Single- versus Multiple-Exemplar Training on Vocal Identification of Artists' Styles
Quelle	In: Journal of Behavioral Education, 25 (2016) 2, S.189-205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-015-9237-9
Schlagwörter	Artists; Painting (Visual Arts); Graduate Students; Generalization; Novelty (Stimulus Dimension); Training; Stimuli + Suchen Sie Ihr Suchwort? Artiste; Artist; Künstler; Künstlerin; Malerei; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausbildung; Anreizsystem
Abstract	The purpose of the present study was to assess the effects of single- versus multiple-exemplar training with several artists' paintings on graduate students' stimulus generalization to novel paintings by the same artists. Six graduate students participated in this study. Participants studied decks of cards that depicted images of paintings by six different artists. Multiple-exemplar decks included three exemplars of three artists for a total of nine cards, and single-exemplar decks included single exemplars of three artists for a total of three cards. Participants "tested out" when ready following independent study with each deck and were required to score 100% correct in order to move on to a generalization probe, during which participants were presented with novel exemplars. Overall, four of six participants performed better on the generalization probe after multiple-exemplar training, though in the case of three participants, only to a slight degree. These modest effects suggest that multiple-exemplar training may facilitate stimulus generalization, but that studying with single exemplars may allow for stimulus generalization as well. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01