A number of children failed to complete problems administered by the failure experimenter when her problems became soluble, even though they hadshortly before solved almost identical problems from the successexperimenter and continued to perform well on the success experimenter'sproblems.
At a specified point, the failure experimenter administered soluble problems.
The subjects were rewarded for correct problems with small plastic chips thatthey could turn in for prizes at the end of the session.
On the table, in front of each experimenter, was a light enclosed in a whitePlexiglas container about 9 X 6 inches, which was illuminated via a handswitch to indicate which experimenter was going to administer the followingproblem.
All of the designs on the training problems were formed from two solid-colorsides and two split-color sides; in the design shown, the four blocks werealways placed so that they formed a square.
The success experimenter administered the same problems as the failureexperimenter, except the designs were rotated 90, 180, or 270 degrees andwere given in a different order.
Thus, the training problems given by the failure experimenter were neversoluble, since the designs displayed required two solid sides showing.
Test problems: The test problems consisted of designs formed from one solidside and three split sides.
There were two pairs of test problems that were identical except for the angleof rotation.
One pair of problems was administered by the success experimenter, theother by the failure experimenter.
Probe problems: These were similar to the test problems, but both pairs wereadministered by the success experimenter to check for the effects of fatigueand practice on performance.
The following instruct...
... middle of paper ...
... these figures that although the helpless and persistentsubjects diverge on the test problems, they evidence rather similarimprovements in performance on the probe problems.
The figures show that the two groups did not differ in initial level ofperformance on the first set of test problems.
The helpless females 6 Those subjects who might have experienced a totaldisintegration of performance probably failed to solve the first pair of testproblems and were therefore discontinued.
Mean time to solution on the test problems and probe problems for thehelpless and persistent females.
Appear to have solved the first set of test problems more quickly than thepersistent females.
Mean time to solution on the test problems and probe problems for thehelpless and persistent males.
Perhaps the more behavioral measure used in the present study served toovercome this problem.
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