Influence of Drive Level on Various Feedback Combinations

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Abstract
College Ss were divided according to sex, high- or low-MAS score and into various verbal reinforcement groups. On a two-choice discrimination task, overt verbal reinforcement following every response was significantly more effective feedback than a combination of covert and overt feedback regardless of pre-experimental instructions about the meaning of the covert cue. While this appeared to support an information hypothesis, rate of learning as measured by trials to criterion was affected by the nature of the overt cue in high-MAS but not low-MAS Ss, suggesting that there is also an affective component involved in verbal feedback that may be associated with experience of success or failure.