Hostname: page-component-74656f9884-8r8nv Total loading time: 0 Render date: 2026-11-09T16:30:41.030Z Has data issue: false hasContentIssue false
  • English
  • Français

Two Learning Models for Responses Measured on a Continuous Scale

Published online by Cambridge University Press:  01 January 2025

Norman H. Anderson
Norman H. Anderson*
Affiliation:
University of California, Los Angeles
Get access Rights & Permissions [Opens in a new window]

Abstract

Two linear operator models are presented for a class of learning situations in which the response is on a numerical scale and the subject is given the magnitude of his error on some or all of the trials. Theoretical expressions are developed for sequential dependencies, mean learning curves, variances, and covariances, which permit a number of tests of goodness of fit.

Information

Type
Original Paper
Information
Psychometrika , Volume 26 , Issue 4 , December 1961 , pp. 391 - 403
Copyright
Copyright © 1961 The Psychometric Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

*

This work was supported by Grant G-12986 from the National Science Foundation. The author wishes to express his appreciation to J. H. Alexander for his cogent assistance.

References

Anderson, N. H. Temporal properties of response evocation. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 125–134.Google Scholar
Anderson, N. H. An analysis of sequential dependencies. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 248–264.Google Scholar
Anderson, N. H. and Hovland, C. I. The representation of order effects in communication research. In Hovland, C. I. (Eds.), The order of presentation in persuasion. New Haven: Yale Univ. Press, 1957, 158–169.Google Scholar
Audley, R. J. The inclusion of response times within a stochastic description of the learning behavior of individual subjects. Psychometrika, 1958, 23, 25–31.CrossRefGoogle Scholar
Bush, R. R. and Mosteller, F. Stochastic models for learning, New York: Wiley, 1955.CrossRefGoogle Scholar
Estes, W. K. Toward a statistical theory of learning. Psychol. Rev., 1950, 57, 94–107.CrossRefGoogle Scholar
Estes, W. K. Theory of learning with constant, variable, or contingent probabilities of reinforcement. Psychometrika, 1957, 22, 113–132.CrossRefGoogle Scholar
Logan, F. A. Incentive, New Haven: Yale Univ. Press, 1960.Google Scholar
Sternberg, S. H. A path-dependent linear model. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 308–339.Google Scholar
Suppes, P. A linear model for a continuum of responses. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 400–414.Google Scholar
Verplanck, W. S., Collier, G. H., and Cotton, J. W. Non-independence of successive responses in measurements of visual threshold. J. exp. Psychol., 1952, 44, 273–282.CrossRefGoogle Scholar