| Abstract: | Experimental Ss were verbally conditioned to use more future tense responses in making up sentences. Transfer effects were assessed using a 2nd sentence completion task containing certain stimulus cues present on the original task. Transfer of learning was demonstrated on the basis of a grossly defined, 2-step gradient of similarity of stimulus cues contained on the learning and transfer tasks. The variables of S's awareness and S's sex did not lead to statistically significant between-group differences. The response form (written vs. oral) also failed to demonstrate a significant effect. (15 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
