Acquisition and retention of discrimination learning sets in lower-class preschool children.

1967 ◽  
Vol 58 (4) ◽  
pp. 253-258 ◽  
Author(s):  
Phyllis A. Katz
Keyword(s):  
Preschool Children ◽  
Discrimination Learning ◽  
Lower Class ◽  
Learning Sets

Another Look at Nonverbal Rule Induction in Children With SLI

1997 ◽  
Vol 40 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Barbara Kiernan ◽  
David Snow ◽  
Linda Swisher ◽  
Rebecca Vance
Keyword(s):  
Preschool Children ◽  
Discrimination Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Theoretical Perspective ◽  
Rule Induction ◽  
Specific Language ◽  
Language Groups

This study focuses on the ability of preschool children with specific language impairment (SLI) to extract target regularities from recurring nonverbal stimuli. As a step beyond previous methodologies, we also assessed their ability to shift and extract other regularities after feedback indicated that their choices were no longer correct. This step was motivated by Connell and Stone's (1994) hypothesis that difficulties manifested by children with SLI in extracting nonverbal "rules" from multiple problem sets may reflect difficulties in "flexible reconceptualization," that is, in the ability to flexibly shift across regularities. Thirty 4- and 5-year-olds with SLI and 30 age-matched children developing language normally participated in a discrimination learning-shift paradigm. Findings indicated that both language groups were successful in extracting regularities and making shifts. In fact, language groups did not differ in number of regularities extracted, number of shifts completed, or trials to criterion. As a consequence, findings failed to provide evidence that children with SLI are limited in either the ability to extract nonverbal regularities or to flexibly reconceptualize them. From a larger theoretical perspective, the findings fail to support theories positing that generalized "rule-induction" deficits underlie the verbal and nonverbal impairments of SLI.

Transfer of a Learned Relational Response in Monkeys and Children

1976 ◽  
Vol 42 (1) ◽  
pp. 303-318 ◽  
Author(s):  
Patrick K. Ackles ◽  
Robert R. Zimmermann
Keyword(s):  
Perceptual Learning ◽  
Discrimination Learning ◽  
Rhesus Monkeys ◽  
First Grade ◽  
Stimulus Similarity ◽  
Relational Responding ◽  
The Third ◽  
Learning Sets ◽  
Relational Response

Two experiments are reported, the first with 30 young test-wise rhesus monkeys and the second with 30 first grade children, on transfer of relational responding on a series of discrimination learning and transposition problems which varied in degree of stimulus similarity across problems. In the first, monkeys showed superior transfer and transposition when problems contained common stimulus elements and when the stimuli were highly discriminable. Transfer across problems which did not contain common stimulus elements in the first two problems resulted in the most errors and did not yield significant proportions of transposers. In the second, the children also showed enhanced transfer and transposition to the highly discriminable dimensions but there were significant reductions in errors and significant proportions of transposers to all stimulus combinations on the second problem. Ninety percent of the children did not make any errors in either phase of the third and fourth problems. The results were interpreted in terms of the acquisition of abstract or nonspecific perceptual learning sets.

scholarly journals ANALYSES OF STIMULUS PROPERTIES IN DISCRIMINATION LEARNING OF PRESCHOOL CHILDREN

1974 ◽  
Vol 44 (6) ◽  
pp. 328-333
Author(s):  
SEISOH SUKEMUNE ◽  
Takeshi Sugimura ◽  
Atsushi Inoue ◽  
Yoshimasa Habu ◽  
Hideyo Mochidome ◽  
...  
Keyword(s):  
Preschool Children ◽  
Discrimination Learning ◽  
Stimulus Properties
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