Variables in Early Discrimination Learning: III. Simultaneous vs. Successive Stimulus Presentation

1961 ◽  
Vol 32 (2) ◽  
pp. 305
Author(s):  
Wendell E. Jeffrey
Keyword(s):  
Discrimination Learning ◽  
Stimulus Presentation ◽  
Successive Stimulus

An Automated Research and Training System for Child-Clinical Populations

1984 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
C. W. Deckner ◽  
S. A. Soraci ◽  
R. L. Blanton ◽  
J. T. Tapp
Keyword(s):  
Language Acquisition ◽  
Discrimination Learning ◽  
Stimulus Presentation ◽  
Acquisition Training ◽  
Training System ◽  
Critical Areas ◽  
And Training ◽  
Clinical Populations

An automated laboratory that can be used in the study and training of child-clinical populations is described. In addition to enabling flexible and precise stimulus presentation, the system permits accurate response recording. These are requisites in research and training efforts concerned with such critical areas as errorless discrimination learning, adaptive generalization, and language acquisition. Training procedures that require the children to utilize visual, auditory, and bimodal stimuli can be automated with the system.

Changing Role of Stimulus Intensity as a Determinant of Infants' Attention

1979 ◽  
Vol 48 (3) ◽  
pp. 815-826 ◽  
Author(s):  
Holly A. Ruff ◽  
Gerald Turkewitz
Keyword(s):  
Visual Attention ◽  
Stimulus Intensity ◽  
Stimulus Presentation ◽  
Major Determinant ◽  
Control Procedure ◽  
Successive Stimulus ◽  
Changing Role

When pairs of stimuli which varied in size or brightness and in pattern were presented to 6-, 9- and 24-wk.-olds, the visual attention of the younger infants appeared to be more influenced by size or brightness than by pattern, while the opposite was the case for the oldest infants. The results of another study suggested that the effects of size and brightness were additive for 9-wk.-olds. Finally, a third study using a subject-control procedure with successive stimulus presentation yielded results which were essentially the same as those of the first study. The results were interpreted as supporting the hypothesis that amount of stimulation is a major determinant of attention in the first 2 mo. and that its effectiveness decreases with age.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Cognitive Development Meets Discrimination Learning

1996 ◽  
Vol 41 (11) ◽  
pp. 1109-1110
Author(s):  
Deborah G. Kemler Nelson
Keyword(s):  
Cognitive Development ◽  
Discrimination Learning

Temporal Discrimination Learning Based on Feature-Target Intervals

2000 ◽  
Author(s):  
E. James Kehoe ◽  
Kristin G. Boesenberg ◽  
Natasha White ◽  
Benjamin Carr ◽  
Gabrielle Weidemann
Keyword(s):  
Discrimination Learning ◽  
Temporal Discrimination ◽  
Feature Target
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