Abstract
Verbal-discrimination learning was investigated in elderly Ss under three different informative feedback conditions: Right-Wrong (RW), Right-Nothing (RN), and Wrong-Nothing (WN). In contrast to studies with younger Ss, Group WN displayed a slower rate of acquisition than Groups RW and RN, with the latter two groups being comparable. A successive probability analysis indicated that the slower rate under WN resulted from a perseveration of incorrect selections.
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