THE PROGRESS OF LEARNING

THE PROGRESS OF LEARNING

Problem. In the experiments performed thus far the learning process consisted mainly in the formation of motor and perceptual codrdinations. In the following experiment the learning will consist in the establishment of associations between two classes of visual symbols, both of which are perfectly familiar in themselves. The motor coérdinations to express these symbols are also well established.

The specific problems are (a) to study the progress of learning in this new field and to compare it with the preceding type, (b) to find further factors which influence the rapidity of learning, such as the length of different periods of work and of different periods of rest, mental and physical conditions, etc. Incidentally we shall also obtain data on the transference of training, which will be used later.

The Material is supplied in the following pages. It consists of sets of pages headed with an imitation type writer key-board.! Each letter of the alphabet is enclosed with a number in a circle. Below this ‘‘ key-board ” is the reading matter which is to be transcribed. This reading matter is different on the various pages.

The task of the experiment consists in substituting the numbers for the letters in the spaces below. In order to obtain data in regard to the influence of intervals and lengths of work periods, it is necessary to divide the class into three equal groups. 

One group ‘should work for ten minutes at a time twice a day with an interval of at least five hours between the two periods. The second group should work for twenty minutes once a day, and the third group should work for forty minutes every other day. Each person should continue the work for six days. 

The group working every other day should work on the first, third, and fifth day. The total time in each group will be 120 minutes. The periods of work should be as nearly as possible at the same time of the day. Record in the proper places in the margin the date and time of day. 

No effort should be made during the intervening intervals to memorize the numbers and their letters. Do not leave blank spaces between the words in making the substitutions. 

Begin a new line for each line of print, always using the line of spaces opposite the line of print. In case of those letters for which two digits must be written, for example 18, both digits should be placed in one square. Work as rapidly as you can without making errors. Do not stop to correct errors if you make any. 

Have a watch on the table before you and make a check mark at the end of every five minutes. In order that this may be done with as little disturbance as possible, begin work when the minute hand is on a number. After each period of work record any observations that may bear upon the experiment. Note your general mental and physical condition. 

Note in particular during the course of the learning (a) the time when you know the first numbers without consulting the key-board, (b) the time when the first complete words can be written without consulting the key-board, and (c) the time when you know all or practically all substitutions.

In order to obtain data on the transference of practice, perform the following test before undertaking the above learning. Substitute as quickly as you can the symbols for the numbers on page 50. Record the exact length of time required to do this. After completing the regular substitution experiment repeat the same test using the material on page 68. Record the time. Preserve these ‘‘ before”? and “after”? tests for use in a later chapter.

Count the number of substitutions made during each five-minute period. Construct a table showing in different columns the date and time of day, the number of substitutions for each five-minute period, and brief introspective comments. Plot a curve in which the five-minute periods are represented on the horizontal line and the number of substitutions on the vertical line. See Fig. 8.

State your conclusions and discuss the following points:

1. Compare your curve with the curve obtained on the basis of the mirror tracings, particularly with regard to the rate of learning, rapid improvement at first and slower progress after that.

2. Does the present curve reveal any plateaus? How many? ,

3. Can you trace any connection between these stages and your introspective notes? For instance, between your general physical and mental condition and retardation or rapid learning. If your curve has distinct stages, notice particularly whether these coincide with the times, for example, when you first knew all the substitutions, or when you were able to write complete words and phrases without consulting the key-board.