Effects of vocalization of reasoning, and working with a partner, on rule-learning tasks were investigated. Subjects completed eight rule-learning problems, while working alone or as pairs. The trials to solution, proportion of untenable hypotheses, strategy efficiency, and decision time were assessed in both a learning and 48-hour delayed transfer session. Results of Experiment 1 indicated that subjects trained as pairs evinced a decline in processing, but improved latency, in the transfer of performance from the learning to transfer session. Results of Experiment 2 indicated the transfer between sessions for individual subjects, across a variety of stimulus material, was generally positive. Results of Experiment 3 indicated that working with a partner improved performance while with the partner, but not subsequent performance. Also, vocalization of reasoning during the learning session led to improved performance in both sessions, for individually trained subjects. For previously paired subjects, vocalization of reasoning in the learning session led to a less severe drop in performance in the transfer session than did nonvocalization.
","abstract_html":"<p>Effects of vocalization of reasoning, and working with a partner, on rule-learning tasks were investigated. Subjects completed eight rule-learning problems, while working alone or as pairs. The trials to solution, proportion of untenable hypotheses, strategy efficiency, and decision time were assessed in both a learning and 48-hour delayed transfer session. Results of Experiment 1 indicated that subjects trained as pairs evinced a decline in processing, but improved latency, in the transfer of performance from the learning to transfer session. Results of Experiment 2 indicated the transfer between sessions for individual subjects, across a variety of stimulus material, was generally positive. Results of Experiment 3 indicated that working with a partner improved performance while with the partner, but not subsequent performance. Also, vocalization of reasoning during the learning session led to improved performance in both sessions, for individually trained subjects. For previously paired subjects, vocalization of reasoning in the learning session led to a less severe drop in performance in the transfer session than did nonvocalization.</p>","abstract_has_math":false,"creators":["Bender, Timothy"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"dissertation","degree_discipline":null,"degree_department":"Department of Psychology","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1982,"date_issued":"1982","date_published":"1982","updated_at":"2026-07-24T02:37:49Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.31274/rtd-180813-5901"],"render_values":[{"text":"https://doi.org/10.31274/rtd-180813-5901","href":"https://doi.org/10.31274/rtd-180813-5901","code":true}]},{"key":"dc:identifier","label":"Identifier","values":["archive/lib.dr.iastate.edu/rtd/7534/"],"render_values":[{"text":"archive/lib.dr.iastate.edu/rtd/7534/","href":null,"code":true}]}]},"links":{"outbound_url":"https://dr.lib.iastate.edu/handle/20.500.12876/80422","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Psychology"]},{"key":"dc:creator","label":"Author","values":["Bender, Timothy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-08-15T21:31:01.000"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-07-02T06:01:06Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-02T06:01:06Z"]},{"key":"dc:date.issued","label":"Date","values":["1982"]},{"key":"dc:type","label":"Dc Type","values":["dissertation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["archive/lib.dr.iastate.edu/rtd/7534/"]},{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.31274/rtd-180813-5901"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://dr.lib.iastate.edu/handle/20.500.12876/80422"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Effects of vocalization of reasoning, and working with a partner, on rule-learning tasks were investigated. Subjects completed eight rule-learning problems, while working alone or as pairs. The trials to solution, proportion of untenable hypotheses, strategy efficiency, and decision time were assessed in both a learning and 48-hour delayed transfer session. Results of Experiment 1 indicated that subjects trained as pairs evinced a decline in processing, but improved latency, in the transfer of performance from the learning to transfer session. Results of Experiment 2 indicated the transfer between sessions for individual subjects, across a variety of stimulus material, was generally positive. Results of Experiment 3 indicated that working with a partner improved performance while with the partner, but not subsequent performance. Also, vocalization of reasoning during the learning session led to improved performance in both sessions, for individually trained subjects. For previously paired subjects, vocalization of reasoning in the learning session led to a less severe drop in performance in the transfer session than did nonvocalization.
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