By John W. P. Ost

Creation to laboratory experiments within the box of psychology, uncomplicated for advent university classes

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**Example text**

Fechner proposed that P=klogS (1) where P is the perceived magnitude of the stimulus, S is the physical magnitude, and k is a constant. Equation 1 is the equation for a straight line with slope k. ) and measured the perceived magnitude P of each weight on some psychological scale. Equation 1 predicts that P would be a linear function of log S. That is, if we plotted P as a function of log S, the function should approximate a straight line. More recently, S. S. , n has one numerical value for apparent weight, another value for loudness, another for brightness, and so forth.

The greater the spaces, the greater the illusion. EXPERIMENT 10 60 The illusion can be measured approximately in inches. Suppose, for example, that judgments of a line with a small square are larger by 11 judgment units than judgments of the same line with a large square. The space between the lines is 11. To get this illusion into inches, we look at the slopes of the graph lines and determine how many inches corresponds to 11 judgment units. To get a percentage illusion, the usual form in which illusions are reported, divide the amount of illusion in inches by the average length of lines being judged.

This is known as the partial reinforcement effect and is of considerable interest because it presents the following problem: Since resistance to extinction is one of the performance measures often used to indicate the strength of learning, and since reinforcement strengthens (makes more probable) an opérant response, how is it possible that giving less (partial) reinforcement leads to a greater resistance to extinction (more learning) than giving more (continuous) reinforcement? In the present experiment you will compare the resistance to extinction following responding on each of five different schedules of reinforcement.