The formation of discrimination learning sets in mongoloid and normal children.

1959 ◽  
Vol 52 (5) ◽  
pp. 566-570 ◽  
Author(s):  
F. L. Girardeau
Keyword(s):  
Discrimination Learning ◽  
Normal Children ◽  
Learning Sets

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.

The ability of language-disordered children to use and modify hypotheses in discrimination learning

1985 ◽  
Vol 6 (4) ◽  
pp. 435-451 ◽  
Author(s):  
Alan G. Kamhi ◽  
Lauren K. Nelson ◽  
René Friemoth Lee ◽  
Barry Gholson
Keyword(s):  
Discrimination Learning ◽  
Group Differences ◽  
Blank Trial ◽  
Information Processing Model ◽  
Normal Children ◽  
Significant Group ◽  
Mental Age ◽  
Learning Tasks ◽  
Learning Set ◽  
Better Than

AbstractBlank-trial probe discrimination learning tasks were used to evaluate the hypothesis-testing abilities of 15 language-disordered and 30 normally developing children matched for mental age and language age. Children were presented with a series of two-dimensional learning set and orthogonal problems. No significant group differences were found in the learning set problems. All the children reached learning set criterion quickly, used a high proportion of simple object hypotheses, and maintained a high proportion of confirmed hypotheses. On the orthogonal problems, however, the language-disordered and mental-aged- (MA) matched children performed significantly better than the younger normal children. These findings suggest that the cognitive and linguistic deficits language-disordered children exhibit do not reflect an underlying failure to generate and test hypotheses. This conclusion, however, does not seem to apply to all language-disordered children. In the final section of the paper, language-disordered children's cognitive strengths and weaknesses are interpreted within the context of an information-processing model.

Formation and transfer of discrimination learning sets.

1952 ◽  
Vol 45 (5) ◽  
pp. 482-489 ◽  
Author(s):  
Harry F. Harlow ◽  
John M. Warren
Keyword(s):  
Discrimination Learning ◽  
Learning Sets
Sign in / Sign up

Export Citation Format

Share Document